Demonstration And Guided - Inquiry Strategies On Biology Achievement Of Secondary School Students With Different Learning Styles In Rivers State, Nigeria.
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 2
Abstract
The study investigated the effects of teaching strategies (demonstration and guided inquiry) on Biology achievement of secondary school students with different learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) in Rivers State. A quasi-experimental design was adopted, specifically the pre-test, post-test non - equivalent control group design. The sample consisted of 247 SS2 students drawn from three randomly sampled governments owned secondary schools in Obior/Akpor Local Government Area in Rivers State. Three research questions and three null hypotheses were formulated to guide the study. Frequent count; mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses. Treatment consisted of teaching Biology concepts to the two experimental groups using demonstration and guided – inquiry strategies while the other third group which is the control group was taught using lecture strategy. Two instruments Biology Achievement Test (BAT) and Index of Learning Styles (ILSQ)adopted from Felder and Solomon (2004) were used for data collection. The two instruments were subjected to both face and content validity. Test-retest reliability coefficient was computed using Pearson Product Moment Co-relationcoefficient which gave a reliability coefficient of 0.84 for a BAT. The ILSQ was used for the identification of students’ learning styles. The internal consistency for each of the learning styles was determined using Cronbach Alpha which gave a reliability index of 0.88 for active/reflective, 0.82 for sensing/intuitive, 0.85 for visual/verbal, and 0.79 for sequential/global learning styles. The findings revealed that there was no significant difference in the mean scores of students taught Biology concepts using demonstration and guided – inquiry strategies. There was a significant difference was found to exist in the academic achievement of Biology students with different learning style taught using demonstration and lecture, guided-inquiry and lecture. Based on the findings of this study, it was recommended among others that Biology teachers should identify the learning styles of their students and use teaching strategies that complement them.
Authors and Affiliations
Azubuike Esther Nkechinyere, Dr. (Mrs) A. A. Mumuni
Keywords
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- EP ID EP413491
- DOI 10.9790/7388-0802030109.
- Views 83
- Downloads 0
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