EFFECTS OF CONCEPTUAL CHANGE INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS, PERFORMANCE AND RETENTION IN GENETICS IN KADUNA, NIGERIA
EFFECTS OF CONCEPTUAL CHANGE INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS, PERFORMANCE AND RETENTION IN GENETICS IN KADUNA, NIGERIA
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Date
2020
Authors
DADA, Abigail Omolola Idowu
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Abstract
The study examined the Effects of Conceptual Change Instructional Strategies on Secondary
Students‟ Misconceptions, Performance and Retention in Genetics in Rigachukun Education
Zone of Kaduna, Nigeria. Eight research questions and six null hypotheses tested at 0.05 level of
significance guided the study. Quasi experimental research design was used for the study. The
population of the study consisted 2854 (SSIII) Biology students in nineteen government
secondary schools in RigaChikun Education Zone of Kaduna State comprising 1620males and
1234females. The sample of the study consisted of 182 Senior Secondary School three Biology
students (105 males and 77 girls) drawn from four government secondary schools in RigaChikun
Education Zone of Kaduna State. The sample was drawn using random sampling technique. Two
instruments were employed for data collection namely: Genetic Misconception Test (GMT) and
Genetic Performance Test (GPT). The reliability of both instruments Genetic Performance Test
and Genetic Misconception Test was determined using test retest method and was found to be r
= 0.81 for GMT and 0.82 for GPT respectively. GPT content validity was ensured by three
senior lecturers in Science Education Department, Ahmadu Bello University Zaria. Mean and
standard deviation was used to answer the research questions while Analysis of Variance
(ANOVA) was used to test the null hypotheses and Scheffe‟s Multiple Comparison Test to detect
the source, magnitude and direction of significant variations. The findings showed that: 1. There
was a significant difference between the pretest and posttest mean scores of the Genetic
Misconception Test in the experimental groups and the control group in favour of the
experimental groups. 2. There was a significant difference between the posttest mean scores of
the Genetic Performance Test in the experimental groups and the control group in favour of the
experimental groups.3. The genetic concepts post- posttest mean scores was significantly higher
for those students taught using Conceptual Assignments, Conceptual Discussions and Enriched
Conceptual Assignments with Conceptual Discussions instructional strategies than those taught
using the traditional instructional strategy among other. Based on the results of the study the
following recommendations were made: 1. Biology teachers should be encouraged to use
conceptual change instructional model to improve the academic performance of Biology students among others.
Description
A DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN
SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA
Keywords
EFFECTS,, CONCEPTUAL CHANGE INSTRUCTIONAL STRATEGIES,, SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS,, PERFORMANCE,, RETENTION,, GENETICS,, KADUNA,, NIGERIA