THE EFFECTS OF MODES OF PRESENTATION ON THE STABILITY OF CHEMISTRY STUDENTS COGNITIVE STYLES

Simple item page
dc.contributor.authorOGUNSOLA-BANDELE, MERCY FUNKE (MRS)
dc.date.accessioned2014-02-19T09:51:02Z
dc.date.available2014-02-19T09:51:02Z
dc.date.issued1987
dc.descriptionSUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY" IN CURRICULUM AND INSTRUCTION (SCIENCE) FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY ZARIA, 1987en_US
dc.description.abstractThe existence of the construct of cognitive style has been well documented in the l i t e r a t u r e . Its orient a t i o n and d i s t r i b u t i o n among subjects of different cultural settings have been the focus of most published r e p o r t s . The efforts at classification however have limited educational value unless they can be employed to improve the teaching - learning processes. The purposes of the present study were to re-confirm the d i s t r i b u t i o n of cognitive style among a General class chemistry students (of GCE A Level equivalents), validate another self-designed instrument (the DIT) which may be used to assess the distribution of subjects on the four dimensional model proposed by Heath, identify the teachers perception of t h e i r students cognitive styles so as to draw inferences on the possible influence of the teachers perception of students cognitive styles on the students own cognitive s t y l e s , and finally determine the effectiveness of an attempt to shift students cognitive styles through teaching. A t o t a l of three hypotheses on the distribution of cognitive styles among subjects, the effect of teachers perception of students cognitive styles on students own cognitive s t y l e s , and the effectiveness of the experiment a l treatment were tested. VIII In the experimental part of the study, the Solomon 4-way (Pre-and Post-test Control Group) design was employed, with a t o t a l of 69 students and 3 chemistry teachers. The non-parametric s t a t i s t i c s of X2 and Mann-Whitney U-tests were used for the analyses. The results showed that : . The College of Agriculture students have a comparable pattern of cognitive styles with their SBS/ABU counterparts, showing a greater preference for recall style than any other s t y l e . The r e l a t i ve proportions of the distributions however differed with the College of Agriculture students exhibit i ng greater proportion of Application and Questioning styles than SBS/ABU students, 2. Teachers can influence their students cognitive s t y l e s , for the students cognitive styles tend to correlate significantly with the teachers perception of their students cognitive s t y l e s. 3. It is possible to shift students cognitive styles from predominantly recall to a more even d i s t r i but-ion of cognitive style on the 4 - mode model of Heath using an instructional strategy that emphasizes questioning. 4. Between the c r i t e r i o n measures, the Heaths model proved to be more consistent than the D..I.T, in demonstrating a shift in cognitive style from Recall to Questioning.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2074
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectMODES,en_US
dc.subjectPRESENTATION,en_US
dc.subjectSTABILITY,en_US
dc.subjectCHEMISTRY,en_US
dc.subjectSTUDENTS,en_US
dc.subjectCOGNITIVE,en_US
dc.subjectSTYLESen_US
dc.titleTHE EFFECTS OF MODES OF PRESENTATION ON THE STABILITY OF CHEMISTRY STUDENTS COGNITIVE STYLESen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
THE EFFECTS OF MODES OF PRESENTATION.pdf
Size:
12.76 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION