DEPARTMENT OF TEACHER EDUCATION

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End date: 2019Subject: search.filters.subject.Learning outcomes in basic science

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    Effect of Freewriting and Questioning Brainstorming Instructional Strategies on Junior Secondary School Students’ Learning Outcomes in Basic Science in Osun State, Nigeria
    (2015) Owoyomi, A. O.
    This study investigated effects of Freewriting Brainstorming Instructional Strategies (FBIS) and Questioning Brainstorming Instructional Strategies (QBIS) on Junior Secondary School (JSS) students’ learning outcomes in Basic Science in Osun State, Nigeria. The moderating effects of gender and personality traits were also examined. The pretest-posttest, control group, quasi experimental design involving 3x2x2 factorial matrix was employed. The research population comprised all the JSS II students in the state. Nine purposively selected state-owned co-educational secondary schools across the three Senatorial districts of the state were involved. Four hundred and fifty JSS II students from intact classes from the schools were used as research sample. The Research instrument were Attitude of Students to Basic Science Scale (Alpha coefficient (∞)=0.89), Students Personality Trait Scale (∞=0.94), Students’ Basic Science Achievement Test (SBAT), Evaluation Sheet for Assessing Teachers’ Performance during Training, and Teachers’ Instructional Guides for FBIS and QBIS. Seven hypotheses were generated and tested at p=0.05. Data were analysed using descriptive statistics, ANCOVA and MCA. The result showed; participants as comprising 217 (48.22%) males and 233 (51.78%) females; that the students were predominantly less than 15years old (87.56%); that the brainstorming strategies had significant effect on the students’ achievement (F (2, 449) = 364.140, p< .05) and attitude (F(2, 449) = 259.381, p < .05) but that personality traits did not have significant effect on the students’ achievement (F (1, 449) = 2.071, p > .05) but had significant effect on the students’ attitude towards Basic Science (F(1, 449) = 29.235, p < .05); that gender had no significant effect the students’ achievement (F(1, 449) = .122, p > .05) and attitude (F(1, 449) = .502,p> .05); that there was a significant interaction effect of the brainstorming strategies and personality traits on the students’ achievements (F(2, 449) = 4.026, p < .05) and attitude (F(2, 449) = 30.281, p < .05); that there was no significant interaction effect of the brainstorming strategies and gender on students’ achievements (F(2, 449) = .676, p > .05) and attitude (F(2, 449) = 2.196, p > .05); that there was no significant interaction effect of gender and personality traits on the students’ achievement (F(1, 449) = .010, p > .05) and attitude (F(2, 449) = 2.263, p > .05) and that there was no significant interaction effects of the brainstorming strategies, personality traits and gender on students’ achievements (F(2, 449) = .741, p > .05) and attitude to Basic Science (F(2, 449) = 1.381, p > .05) and that the Freewriting strategy effected higher improvement in students’ achievement and attitude than the Questioning strategy. It was concluded that the brainstorming instructional strategies enhanced the JSS II students’ achievement and attitude but that the Freewriting strategy was more effective than the Questioning strategy and that low personality trait students (introverts) perform higher but with lower attitude score than the high personality trait students (extroverts). It was recommended that these two strategies be adopted in teaching Basic Science in secondary schools in Osun State.
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    Effects of Crossword-Picture Puzzle and Enhanced Explicit Teaching Strategies on Students’ Learning Outcomes in Basic Science in Southwestern Nigeria
    (2014) Babayemi, J. O
    Public examination records have shown that students record low achievement in basic science. This has been attributed to over dependence on the conventional method of talk and chalk. Scholars have thus recommended the use of other instructional strategies that could help students learn collaboratively and acquire problem solving skills. Two of such strategies are Crossword-Picture Puzzle and Enhanced Explicit Teaching strategies. There is paucity of research on their effects on students’ learning outcomes in basic science at the secondary school level in Southwestern Nigeria. This study, therefore, determined the effects of Crossword-Picture Puzzle (CPP) and Enhanced Explicit Teaching (EET) on students’ learning outcomes in basic science in Southwestern Nigeria while the moderating effects of gender and mental ability were also examined. The study adopted a pretest-posttest control group quasi-experimental design with 3x3x2 factorial matrix. Multi-stage sampling technique was used. Three hundred and eighty nine JSS 2 students from nine junior secondary schools were randomly selected in three states (Oyo, Ogun and Ondo). The schools were randomly assigned to experimental (CPP and EET) and control (CLM) groups, and the treatments were for 13 weeks. Seven instruments used were: Crossword-Picture Puzzle Teaching Strategy (r=0.76); Enhanced Explicit Teaching Strategy (r=0.72) and Conventional Lecture Method (r=0.74); Basic Science Students’ Achievement Test (r=0.70); Basic Science Students’ Attitude Scale (r=0.80); Australian Council for Educational Research Test (r=0.86) and Evaluation sheets for assessing research assistants. Seven hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Scheffe post hoc test.There was significant main effect of treatment on students’ achievement score [F(2,389)=202.16; ᵑ2=.52]. Crossword-picture puzzle enhanced achievement scores (x=16.92) than EET (x=14.82) and CLM ( x =8.82). Treatment had significant main effect on students’ attitude to basic science [F (2,389) =11.51; ᵑ2=.06]. Crossword-picture puzzle enhanced attitude scores (x=58.43) than EET ( x =54.14) and CLM ( x =52.08). Gender had significant main effect on students’ achievement [F (1, 389) =3.99; ᵑ2=.01]. Male students had higher mean score of achievement in basic science ( x =13.85) than the female students ( x =13.19). Mental ability of students had significant main effect on their achievement [F (2, 389) =5.04; ᵑ2=.03]. High mental ability students had the highest mean score ( x =14.15) followed by moderate mental ability students ( x =13.44) and the low mental ability students ( x =12.96) respectively.Crossword-picture puzzle and enhanced explicit teaching strategies improved students’ academic achievement in and attitudes to basic science. Basic science teachers and curriculum developers should adopt the two activity based strategies for the improvement of students’ learning outcomes in basic science.
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    Effects of Cognitive Apprenticeship and Critical Exploration Teaching Strategies on Basic Science Students’ Learning Outcomes in Selected Secondary Schools in Osun State, Nigeria
    (2015) Animashaun, V. O.
    Records have shown low students‘ achievement in basic science; a trend which has been attributed to the use of conventional strategy (CS). This has necessitated the use of other innovative activity-based teaching strategies such as cognitive apprenticeship and critical exploration that could facilitate the teaching and learning of the subject. Previous studies have not considered the extensive use of these two strategies in improving learning outcomes in the subject. This study, therefore, determined the effects of Cognitive Apprenticeship Strategy (CAS) and Critical Exploration Teaching Strategies (CES) on students‘ learning outcomes in basic science in Osun State. It also examined the moderating effects of gender and parental supportiveness.The study adopted a pretest-posttest control group, quasi-experimental design with a 3x2x2 factorial matrix. Three Local Government Areas (LGAs) were randomly selected from Osun West senatorial district. Three co-educational schools with basic science teachers and laboratories were purposively selected from each of the LGAs while one arm of basic science Junior Secondary School II class from each of the nine schools was selected. Participants were randomly assigned to CAS (90), CES (90) and control (CS) (90) groups, while treatments lasted 12 weeks. The instruments used were: Basic Science Student Achievement Test (r=0.81), Student Basic Science Attitude (r=0.86), Student Basic Science Process Skills Rating (r=0.83) and Parental supportiveness (r=0.75) scales, Evaluation Sheet for Assessing Research Assistants‘ Performance, and Teachers Instructional guides on CAS, CES and CS. Seven hypotheses were tested at 0.05 level of significance. Data were subjected to analysis of covariance and Duncan post-hoc test.There was significant main effect of treatment on students‘ achievement in basic science (F (2,257)=66.56; ῆ2=.34). The students in CAS (x=13.35) performed better than those in CS ( x =7.90) and those in CES ( x =13.23) also performed better than those in CS ( x =7.90). Treatment had significant main effect on students‘ attitude to basic science (F(2,257)=3.59;ῆ2=.03). Participants in CAS had the highest adjusted mean score ( x = 37.44) than those in CES ( x = 37.21) and CS ( x = 35.20) groups. Treatment had significant main effect on science process skills (F (2,257) =3.35; ῆ2=.03). Participants in CAS ( x =21.28) had better posttest science process skills than those in CES ( x = 19.90) and CS ( x =19.53). Parental supportiveness had no significant main effect on achievement. Gender also had no significant main effect on achievement There was significant two-way interaction effect of treatment and gender on students‘ attitude to basic science (F (2,257) = 3.49). The best performance came from CAS male students ( x = 37.67) while the least performance came from CS male students ( x = 37.19). There was no significant three-way interaction effect of treatment, gender and parental supportiveness on students‘ achievement in basic science (F (2,257) = 1.32). Cognitive apprenticeship and critical exploration teaching strategies improved junior secondary school students‘ performance in basic science. These two strategies should be adopted for the improvement of students‘ learning outcomes in basic science; particularly male students with low parental supportiveness