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Effects of problem
based learning strategy
on students’ academic achievement in english language in senior secondary school in Oyo state
Published 2015
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Effects of Problem-Based Learning and Interactive Invention Instructional Strategies on NCE Pre-Service Teachers’ Achievement in Physics Concepts and Acquisition of Science Process...
Published 2012
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EFFECTS OF PRE-THEORETIC INTUITION QUIZ AND PUZZLE-BASED CRITICAL THINKING MOTIVATION STRATEGIES ON STUDENTS’ LEARNING OUTCOMES IN SELECTED ENVIRONMENT-RELATED CONCEPTS IN BIOLOGY
Published 2013
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FRELIP Subject
Achievement in physics concepts
1 results
1
Cognitive style
1 results
1
Environment-related concepts in biology
1 results
1
Interactive invention
1 results
1
Pre-theoretic intuition quiz
1 results
1
Problem-based Learning
1 results
1
Puzzle-based learning
1 results
1
Self–efficacy
1 results
1
The traditional instructional strategies employed by most physics teachers in teaching the subject has consistently led to low student achievement. Hence there is need to employ new instructional strategies such as problem-based learning (PBL) and inter-active invention (IIS) instructional strategies, particularly, among the NCE pre-service teachers in Nigeria. The two strategies have been proved in the literature to help in alleviating the problem of low student achievement in physics, but they have not been adopted in the teaching of physics in Nigerian Colleges of Education. This study, therefore, ascertained the effects of problem–based learning and interactive invention instructional strategies on NCE pre-service teachers‘ achievement in physics and acquisition of science process skills. A pretest-posttest, control-group, quasi–experimental research design with a 3x3x2 factorial matrix was used. Three state and three federal colleges of education from South-western Nigeria were purposively selected. Ninety eight female and 94 male final year NCE physics students with high, medium and low self-efficacy constituted the sample. One state and one federal college of Education were used for each of the two experimental groups and the control group. The Instruments used were: Physics Achievement Test (r=0.875), Students‘ Physics Self–Efficacy Questionnaire (r=0.956), Science Proces Skills Worksheets (SPSW), Classroom Activities Rating Scale (r=0.820), Teachers‘ Instructional Guides for Problem-Based Learning Strategy (PBLS), Interactive Invention Strategy (IIS) and Conventional Lecture Method (CLM). Three research questions were answered and seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA), Multiple Clasification Analysis (MCA) and Scheffe post hoc analysis. Treatment had a significant main effect on pre-service teachers’ achievement in physics concepts (F(2,174) = 43.44, P <.05) and science process skills acquisition (F(2,175) = 183.80, P <.05). In achievement in physics concepts, students exposed to problem-based learning obtained a higher achievement score (=51.98) than those exposed to interactive invention instructional strategy ( =40.32) and the conventional lec-ture method ( =30.23). Those exposed to problem-based learning instructional strategy obtained higher science process skills scores ( =73.67) than those exposed to interactive invention instructional strategy (=60.21) and conventional lecture method (=26.73). There was no significant main effect of gender on pre-service teachers’ achievement in physics (F (1 174) = .026 P > .05) and acquisition of science process skills (F (1,175) = .361, P >.05). The three-way interactions of treatment, self-efficacy and gender showed a significant interaction effect for achievement in physics (F (3,174) = 3.27, P<.05) and for science process skills acquisition (F(3,175) = 2.92, P <.05). There was no significant effect of self-efficacy and gender on achievement and science process skills acquisition; the two-way interactions showed no significant effect. Problem–based learning and interactive invention instructional strategies improved student achievement in physics and science process skills acquisition. It is, therefore, recommended that teachers, curriculum developers and textbook writers should adopt these two instructional strategies for the improvement of students‘ learning outcomes in physics.
1 results
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The traditional instructional strategy employed by most biology teachers in teaching environment-related concepts have resulted in low learning outcomes. Two strategies have been proved in literature to have exposed students to a higher thinking order needed to recognise assumptions, evaluate controversies, and scrutinise inferences in alleviating the problem of low students‘ learning outcomes in biology, but they have not been utilised in the teaching of environmental concept in biology. This study, therefore, examined the effects of Pre-Theoretic Intuition Quiz (PTI) and Puzzle-Based Learning (PBL) on students learning outcomes in selected environment-related concepts in biology.The pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Four hundred and fifty one SS2 students from nine purposively selected senior secondary schools in three local government areas of Oyo State were used for the study. The schools were randomly assigned to experimental (PTI and PBL) and control (MCS) groups and the treatment lasted 14 weeks. Eight instruments were used: Instructional Guides for teachers; Students‘ Environmental Achievement Test (r=0.80), Students‘ Environmental Attitude Scale (r=0.81), Students‘ Environmental Practices Scale (r=0.82), Cognitive Style Test (r=0.81) and Assessment Sheet for evaluating research assistants. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Scheffe post hoc test. Treatment had a significant main effect on students‘ achievement score (F(2,438) = 209.62; p<0.05). Pre-Theoretic intuition quiz enhanced achievement scores (x=14.30) than PBL (x=12.61) and MCS (x=8.23). Treatment had significant main effect on students‘ environmental attitude (F(2,438) = 287.32; p<0.05). Pre-Theoretic intuition quiz enhanced attitude scores ( x =64.34) than PBL ( x =57.81) and MCS ( x =48.97).Treatment also had significant main effect on students‘ environmental practices (F(2,438) = 363.48; p<0.05). Pre-Theoretic intuition quiz enhanced practices scores (x=65.34) than PBL ( x =59.18) and MCS (x=48.33).There was a significant interaction effect of cognitive style and sex on students‘ environmental attitude scores (F (1,438) = 6.61; p<0.05).The interaction effect of cognitive style and sex on students‘ environmental practices was significant (F(1,438) = 6.03; p<0.05).Female analytical students had the highest mean score ( x =58.75) while the male analytical students (x=56.51) had the least. The interaction effect of treatment, cognitive style and sex on students attitude scores was significant (F(2,438) = 3.22; p<0.05).The mean score of analytical female students (x=65.03) in Pre-Theoretic intuition quiz was better than analytical male students (x=64.31); the mean score of non-analytical female students (x=57.15) in PBL was better than non-analytical male students ( x =55.22), while the mean score of non-analytical female students (x=48.90) in MCS was better than analytical male students (x=48.07). Pre-theoretic intuition quiz and Puzzle-based learning strategies improved students‘ achievement, attitudes and practices in environment-related concepts in biology. Biology teachers and curriculum developers should adopt these two critical thinking motivation strategies for the improvement of students‘ learning outcomes in environment-related concepts in biology
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