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
Related Articles
- EP ID EP413491
- DOI 10.9790/7388-0802030109.
- Views 36
- Downloads 0
The Effect of Restriction of Choices on the Creativity of Primary School Children in Calabar, Cross River State
Fostering creativity seems to be a core concern of educators in the 21st century. While stake holders in education re researching ways to stimulate and enhance the creative capacities of learners, they are also careful n...
Development of Anecdote Based On The Standard Structure as a Teaching Material In Class Students X YPK Medan Private Vocational School
This study aims to determine the development of anecdotal texts based on the structure of short stories as teaching materials for students of class X YPK Medan Private Vocational High School. This study uses the R & D me...
The Influence of Training Education and Teacher Competence on VHS Teacher’s Performance
The aims of this research is to identify the influence of training education and teacher’s competence on teacher’s performance of light vehicles engineering. The subject involved from 83 teachers from 10 VHS. The data ob...
Performance Anxiety among Teacher Trainees:A Coherent Study
Stress and anxiety about performing in front of otherscauses performance anxiety.Most performers have experienced performance anxiety in some form and to various degrees. This fear may be experienced while performing or...
Arab Sculptor Between The Preservation of Identity And The Risk of Globalisation
The present research is focusing on the culture globalisation and the philosophy formation of art throughout ensuing identity crisis (both individual and social). Philosophy of art tries to display the basic concept of t...