This study examined the effect of two modes of active learning strategy as determinants of Junior Secondary School Students’ achievement and attitudes to Basic Science.
Science is a body of organized knowledge and a process of inquiry that is geared towards understanding nature in order to enhance the living standard of man. Many scientists define science according to their own perception and understanding of the subject matter. Bichi defines science as intellectual activities carried out by scientists designed to discover information about the natural world in which we live and to discover ways in which this information can be organized to benefit human race. In this respect, the primary focus of science is to collect data and the ultimate purpose is to discern order that exists in natural phenomena and happenings around us.
Table of Contents
1. INTRODUCTION
1.1 Background to the Study
1.2. Statement of the Problem
1.3. Objectives of the Study
1.4 Null Hypotheses
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Operational Definition of Terms
2. REVIEW OF RELATED LITERATURE
2.1. Theories on Active learning strategies
2.2. Historical Background of Basic Science in Nigeria
2.3. An overview of the curriculum of Basic Science in Nigeria
2.3.1. Objectives of the Basic Science Curriculum in Nigeria
2.3.2 Philosophy of the curriculum of Basic Science in Nigeria
2.3.3 Strategies of the curriculum of Basic Science in Nigeria
2.3.4 The Basic Science Curriculum
2.4 Instructional Methods of Teaching Basic Science
2.4.1 Activity-Based Teaching Method
2.4.2 Lecture Method
2.4.3 Project Method
2.4.4 Discovery Method
2.4.5 Discussion Method
2.4.6 Field Trip
2.4.7 Demonstration Method
2.4.8 Laboratory Method
2.4.9 Problem-Solving Method
2.5. Active learning strategies
2.5.1. Examples of active learning strategies
2.6 Effect of Think-pair-share on students’ achievement and Attitude to Basic Science
2.7 Effects of Minute papers on students’ achievement and attitude to Basic Science
2.8 Gender and Students’ Achievement in Basic Science
2.9 Gender and Students’ Attitude to Basic Science
2.10 Implications of Reviewed Literature to the Present Study
3. RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Instrumentation
3.4.1. Validity of the Instrument
3.4.2 Reliability of the Instrument
3.6 Data Analysis Techniques
4. RESULTS AND DISCUSSION OF FINDINGS
4.1 Data Analysis and Hypothesis Testing
4.1.1 Testing Null Hypothesis 1
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
5.2 Major Finding
5.3 Conclusion
5.4 Recommendations
5.5 Limitations
5.6 Suggestions for Further Studies
Research Objectives and Core Themes
This dissertation aims to examine the impact of two specific active learning strategies, namely "Think-Pair-Share" and "Minute Papers," on the academic achievement and attitudes of Junior Secondary School students toward Basic Science, compared to the traditional lecture method. It specifically investigates whether these instructional approaches can mitigate issues related to rote learning and student disengagement.
- Comparison of Active Learning Strategies vs. Traditional Lecture Method.
- Evaluation of student academic achievement in Basic Science.
- Assessment of student attitudes toward Basic Science.
- The influence of gender on student achievement and attitudes.
- Retention of scientific knowledge through learner-centered activities.
Excerpt from the Book
2.4.2 Lecture Method
This is the method of teaching that emphasizes “talk and chalk” to the teaching of Basic science subject. More than 70% of scientific information and principles are delivered as lectures. Science teachers embraced this method for easy coverage of the school syllabus. This method is sometimes referred to as the “talk and chalk” method. It is characterized by the one-way flow of information. From the teacher who is always active, to the students will always be passive. In its true nature, the lecture approach is not effective for science teaching (Abdullahi, 2005; Usman, 2000). Lecture method is not effective for the following reasons:
i. It does not promote much meaningful learning of science as it appeals to hearing only.
ii. The differences in student’s ability are not considered because it cannot satisfy the differences in individuals such as slow learner and fast learner.
iii. The students easily become restless and disruptive since their attention span is very limited.
iv. It promotes rote learning and regurgitation of information (Abdullahi, 2005).
Summary of Chapters
CHAPTER ONE: This chapter provides the foundation for the study by outlining the background of Basic Science education in Nigeria, the pedagogical challenges, and the research objectives.
CHAPTER TWO: A comprehensive review of literature focusing on constructivist theories, active learning methods, and existing research on student performance and gender influence.
CHAPTER THREE: This section details the research design (quasi-experimental), the population, sampling techniques, and the instrumentation used for data collection.
CHATPER FOUR: Presents the analysis and discussion of findings obtained from the Test of Students' Achievement in Basic Science and the attitude questionnaire.
CHAPTER FIVE: Offers a summary of the entire research, draws conclusions, and provides recommendations for stakeholders, teachers, and future curriculum developers.
Keywords
Basic Science, Active Learning Strategy, Think-Pair-Share, Minute Papers, Lecture Method, Academic Achievement, Junior Secondary School, Gender, Retention, Pedagogy, Constructivism, Science Education, Nigeria, Student Attitude, Instructional Materials.
Frequently Asked Questions
What is the primary focus of this dissertation?
The dissertation investigates the effectiveness of "Think-Pair-Share" and "Minute Papers" as alternative teaching strategies to the traditional lecture method for teaching Basic Science at the Junior Secondary School level.
What are the core themes addressed in this study?
The study centers on improving academic achievement and student attitudes, the role of gender in science learning, and the shift from rote learning to learner-centered instruction.
What is the main research question?
The research asks if active learning strategies are more effective than the traditional lecture method in enhancing student performance and attitudes in Basic Science and if gender plays a significant role in these outcomes.
Which scientific methods are utilized for analysis?
The study employs quasi-experimental design, statistical packages (SPSS v20), and Analysis of Covariance (ANCOVA) to compare student performance across different teaching methods.
What does the main body of the work cover?
The main body covers a literature review on educational theories and teaching methods, the research methodology used for the experiment, and an analysis of results regarding student achievement and attitude scores.
Which keywords best describe this research?
Key terms include Basic Science, Active Learning, Think-Pair-Share, Minute Papers, Lecture Method, Student Achievement, and Constructivism.
How does the "Think-Pair-Share" strategy function in this context?
The strategy involves pausing a lecture to allow students to think individually, pair up to discuss a specific question or problem, and then share their conclusions with the class to promote interaction.
What is the "Minute Paper" approach?
This is a brief, reflective writing exercise where students answer questions at the end of a lesson to help the instructor gauge comprehension and identify common points of confusion.
What were the major findings of the study?
The study found that active learning strategies significantly improve academic achievement compared to the traditional lecture method and that these methods are generally gender-friendly.
- Quote paper
- Morufu Oluwagbenga Agbaje (Author), 2021, Effect of two modes of active learning strategy. Determinant of junior secondary school students' achievement and attitudes to basic science, Munich, GRIN Verlag, https://www.grin.com/document/1032010
