DEPARTMENT OF TEACHER EDUCATION
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Item EFFECTS OF SIMULATED LABORATORY AND ENRICHED LABORATORY GUIDE MATERIAL EXPERIMENTS ON STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE IN OYO STATE, NIGERIA(2017-02) OGUNKUNLE, S. J.Basic Science is a core subject at the basic education level in Nigeria. It is taught to lay foundation for future subjects, such as Biology, Chemistry and Physics. Evidence abound that students dislike, fear and therefore fail the senior secondary science subjects due to inadequate exposure to practical works and skills at the basic education level. Previous studies largely focused on factors affecting teaching and learning of Basic Science practical without emphasis on intervention through regular conduct of laboratory experiments in the subject. This study, therefore, determined the effects of Simulated Laboratory (SL) and Enriched Laboratory Guide Material (ELGM) experiments on students’ achievement and acquisition of Science Process Skills (SPS) in Basic Science in Oyo State, Nigeria. The moderating effects of gender and future career interest in science were also examined. Bruner’s constructivist and Kolb’s experiential learning theories provided the framework, while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from each of Ibadan (Ibadan South-East, Ibadan South-West, Ibadan North) and Oyo (Afijio, Oyo-East, Oyo-West). Six co-educational public secondary schools were purposively selected based on availability of functional computer and science laboratories. Six randomly selected intact classes of junior secondary three students (130 males and 147 females, ±17 years) were randomly assigned to SL (110), ELGM (60) and Conventional (Expository) Laboratory - CEL (107). The instruments used were: Achievement test in Basic Science (r=0.87), Science process skills test in Basic Science (r=0.72) and Future career interest in Science questionnaire (r=0.99). The treatments lasted seven weeks. Data were analysed using Analysis of covariance and Scheffé post-hoc test at 0.05 level of significance. Treatments had significant main effect (F(2,264)=25.88; partial η2=.16) on students’ achievement in Basic Science. Participants in the ELGM group had highest achievement mean score (24.91) followed by CEL (24.77) and SL (19.40). Future career interest in science had significant main effect (F(1,264)=4.08; partial η2=.02) on students’ achievement in Basic Science. Participants in the Science-Related (SR) group had higher achievement mean score (23.87) than Non-Science Related (NSR) group (22.18). Treatments had significant main effect (F(2,264)=25.51; partial η2=.16) on students’ acquisition of SPS in Basic Science. Participants in the SL group had highest SPS mean score (15.00) followed by ELGM (14.66) and CEL (12.59). Future career interest in science had significant main effect (F(1,264)=17.62; partial η2=.06) on students’ acquisition of SPS in Basic Science. Participants in the SR group had higher SPS acquisition mean score (14.81) than NSR (13.36). There was no significant main effect of gender on students’ achievement and acquisition of SPS in Basic Science. There were no significant two-way and three-way interaction effects on students’ achievement and acquisition of SPS in Basic Science. Enriched laboratory guide material experiment was more effective in enhancing achievement while Simulated laboratory experiment was more effective on acquisition of science process skills. The two modes of laboratory experiments should be adopted for improved achievement and acquisition of science process skills in Basic ScienceItem Two Conceptual Change Strategies and Junior Secondary School Students’ Learning Outcomes in Basic Science Concepts in Kwara State, Nigeria(2012) Arowolo, G. J.Basic Science is a useful subject for developing scientific knowledge and technological skills in young learners. However, students’ achievement in the subject is dwindling at the junior secondary school level. Numerous efforts made to resolve the problems notwithstanding, little success has been achieved. As part of the sustained efforts in finding new ways of boosting students’ achievement, this study investigated the use of two conceptual change strategies (Simplex and Cognitive Coaching) and the moderating influence of mental ability and self-concept on students’ learning outcomes in Basic Science. The study employed a pretest-posttest, control group, quasi-experimental design, using a 3 x 3 x 2 factorial matrix. Intact classes made up of two hundred and twenty three students, having high, medium and low mental abilities, from six secondary schools in Kwara state were randomly selected. Eight instruments were used for this study: Teacher’s Instructional Guides for: Simplex, Cognitive Coaching and Conventional method; Basic Science Concepts Achievement Test (r = 0.73); Attitude Towards Basic Science Scale (r = 0.83); Mental Ability Test (r = 0.67); Self-Concept Inventory (r = 0.79) and Basic Science Conceptual Change Debriefing Protocol (r = 0.67). Two research questions were answered and seven null hypotheses were tested at the 0.05 level of significance. Data were analysed using Descriptive statistics, Analysis of Covariance (ANCOVA), Scheffe post hoc test and graphs. The two teaching strategies had significant effect on achievement in (F(2,204)=10.624;P < .05), attitude towards (F(2, 204) = 4.360; P < .05) and retention of (F(2,204)=32.602;P<.05) Basic Science concepts. Students exposed to Simplex strategy had the highest post-test mean score ( ̅ = 9.32) on achievement in Basic Science concepts, followed by those of the Cognitive Coaching strategy ( ̅ = 8.85) and the Conventional method ( ̅ = 7.68). The students taught with Conventional method had highest mean score ( ̅ = 53.28) than the Cognitive Coaching strategy ( ̅ = 48.69) and the Simplex strategy ( ̅ = 46.55) on attitude towards Basic Science concepts. For retention of Basic Science concepts, Simplex group had highest mean score ( ̅ = 7.84) than the Cognitive Coaching group ( ̅ = 7.67) and the Control group ( ̅ = 4.91). There was significant effect of mental ability on students’ achievement in (F(2, 204) = 7.600;P<.05) and on their retention of (F(2, 204) = 8.518; P < .05) Basic Science concepts. High mental ability students’ had highest attitude mean score ( ̅ = 51.89) than low mental ability ( ̅ = 48.79) and medium mental ability ( ̅ = 48.16) students’. Self-Concept had significant effect on students’ achievement in Basic Science (F(2, 204) = 4.261; P < .05). Students having low self-concept had higher attitude mean score ( ̅ = 50.20) than those with high self-concept ( ̅ = 49.18). A significant interaction effect existed between teaching strategies and mental ability on students attitude towards Basic Science concepts (F(4, 204) = 2.423; P < .05). The Conventional strategy favoured low and high mental ability students on attitude towards Basic Science concepts than the Cognitive Coaching and Simplex strategies. The medium mental ability students’ had better attitude towards Basic Science concepts with Cognitive Coaching strategy being better than their counterparts in other groups. Simplex and Cognitive Coaching strategies were effective in caausing conceptual change and improving students’ learning outcomes in Basic Science. Basic Science teachers should therefore, use Simplex and Cognitive Coaching strategies for enhancing students’ learning outcomes in Basic Science while also considering the possible additional effects of self-concept and mental ability.Item Effects of Active Review and Practice-Invention Strategies on Students’attitude to, Achievement and Process Skills in Basic Science in Oyo State(2015) Adegoke, A. I.Junior secondary school students‟ achievement in Basic Science in Oyo State seems not to be encouraging, a trend attributed partly to persistent usage of teacher-centered instructional methods. This necessitates the adoption of students-centered instructional strategies such as the active review and practice-invention strategies. The effectiveness of these two instructional strategies in the teaching of Basic Science has however not been properly documented. This study, therefore, investigated the effects of Active Review (ARIS) and Practice-invention (PiIS) Instructional strategies on students‟ attitude to, and achievement and process skills in Basic Science in Oyo State. The moderator effects of Parent Educational Background (PEB) and gender were also examined. The study adopted a pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix. Oyo North senatorial district was purposively selected due to the observed low performance of students in Basic Science in the area. Nine Junior Secondary Schools (JSS) were randomly selected from the district, while nine intact classes of JSS II student participants were randomly assigned as follows: ARIS (131), PiIS (125) and control (131) groups. The six instruments used were Basic Science Achievement Test (r =Interrater) r = 0.80), Basic Science Attitude Scale (r = 0.86), Basic Science Process Skills Rating Scale (r = 0.76), and instructional guides for ARIS (Scott‟s π = 0.74, PiIS (π =0.76) and conventional (π =0.78) strategies. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post-hoc test. Treatment had a significant main effecton achievement (F(2, 369) = 35.25;η2= 0.16), attitude (F(2, 369) = 13.30;η2= 0.07) and science process skills (F(2,369) = 29.40;η2= 0.14). Students in the PiIS group ( =14.69) performed better than those in ARIS( =14.62) and control ( =13.08) groups. Also, they had better attitude ( =53.64) than those in ARIS ( =51.11) and control ( = 45.28). However, participants in ARIS performed better in process skills (=12.43) than those in PiIS( =11.29) and control ( =6.24).Gender had a significant main effect on achievement (F(1, 369) = 5.67;η2= 0.02), with the female performing better ( =14.48) than their male counterparts ( =13.75). The main effect of PEB was not significant, but two-way interaction effect of gender and PEB on achievement in Basic Science was significant (F(2, 369) = 5.560;η2= .03). The female students from low PEB ( =14.87) did better than their male counterparts ( =13.22). The two-way interaction effect of treatment and gender, as well as treatment and PEB were not significant. Also, the three-way interaction effect of treatment, gender and PEB was not significant. Active review and practice-invention strategies enhanced student‟s achievement in process skill and attitude to Basic Science in Oyo State. Therefore, these strategies should be adopted in teaching Basic Science to junior secondary schools students.