EFFECTS OF SCIENCE -TECHNOLOGY -SOCIETY (STS) INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE IN SELECTED GENETIC CONCEPTS AMONG NCE STUDENTS.

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dc.contributor.authorDAMBANA, BatureTete
dc.date.accessioned2014-02-24T12:12:36Z
dc.date.available2014-02-24T12:12:36Z
dc.date.issued2011-06
dc.descriptionA thesis submittedto the Post-Graduate School Ahmadu Bello University,Zaria. In Partial Fulfillment of the Requirement for the Award of Masters Degree in Science Education. Department of Education, Faculty of Education, Ahmadu Bello University, Zaria –Nigeria.en_US
dc.description.abstractThis study was carried out to determine the effects of Science-Technology-Society (STS) instructional strategy on NCE students performance inselected genetic concepts. The effectof this strategy on gender difference was also investigated. The target population was the NCE students studying biology in the colleges of education in north-west zone of Nigeria totaling 837. Forthe teaching treatment two schools werepurposefully selected based on some factors common to both of them.One college served as the experimental and the other asthe control, after sampling using balloting method .The study sample consisted of one hundred (100) students, 50 from each college. There were 59 male and 41 female students. The control group was taughtusing the traditional (lecture) method while the experimental was taught using the STS strategywhich was based on the jurisprudential model of Pederson (1992). Both groups were pre and post tested. The major instrument for the study wasGenetic Concepts Achievement Test (GAT). The data collected were analyzed using t-test statistics at a significant level of 0.05. Four questions which translated to hypotheses were tested. The findings of the studyare as follows: The experimental group(exposed to STS strategy)performed significantly better than thecontrol group(exposed to traditionalmethodof instruction). There was no statistically significant difference between the performance of male and female students taught using STS approach, showing that STS is gender friendly. Based on these results recommendations were made, one of which was the sensitization of various stakeholders on the need for the adoption of STS instructional approach in the teaching and learning of genetics, biology and science courses at all levels.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2418
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectSCIENCE,en_US
dc.subjectTECHNOLOGY ,en_US
dc.subjectSOCIETY,en_US
dc.subjectINSTRUCTIONAL,en_US
dc.subjectSTRATEGY,en_US
dc.subjectACADEMIC,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectSELECTED,en_US
dc.subjectGENETIC,en_US
dc.subjectCONCEPTS,en_US
dc.subjectNCEen_US
dc.subjectSTUDENTS.en_US
dc.titleEFFECTS OF SCIENCE -TECHNOLOGY -SOCIETY (STS) INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE IN SELECTED GENETIC CONCEPTS AMONG NCE STUDENTS.en_US
dc.typeThesisen_US
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