THE EFFECTS OF A CONCEPTUAL CHANGE MODEL ON STUDENTS ACHIEVEMENT, RETENTION AND ATTITUDE TO BIOLOGY CONCEPTS

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Date
2014-02-28
Authors
ABIOLA OYEDOKUN, COMFORT
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Abstract
In this study, the effects of two instructional strategies -Conceptual Change Teaching Strategies and the Traditional Teaching Strategies on Students Achievement, Retention of biology concepts and students Attitude to biology as a course of study were compared. Science students in the Senior Secondary year one in two co-educational schools in Zaria suburban areas were the subjects for the study. The two secondary schools were randomly selected. The study sample was divided into two groups-experimental group and control group each with a sample size of 76 students. The experimental group was taught using the Conceptual Change Teaching Model while the control group was taught using the Traditional Method. The students pre-conceptions of biological concepts — photosynthesis and cellular respiration-- were analyzed using the Multiple Choice Assessment Test (MCAT) and Instructional Attitude Questions (IAQ) before instruction. The Conceptual Change Teaching Model was developed from it - using the constructivist ideas. The effectiveness of the Conceptual Change Teaching Model with the experimental class was compared with the effectiveness of the Traditional Method in the control class. A pre test -treatment - post test design was used for the study. Four hypothesis formulated in the null form based on research questions were tested. A t-test- statistics was used to analyze the data obtained. The results showed that; 1. Students in the experimental class taught using the Conceptual Change Teaching Model performed better on post tests than the students in the control class taught using the Traditional Method. 2. The use of Conceptual Change Teaching Model is associated with greater understanding and higher learning success. 3. Students in the experimental class showed higher cognitive achievement, more positive attitude and consequent higher retention level compared with Students in the control class. The results as itemized support claims for the usefulness of Conceptual Change Teaching Model. Based on these findings recommendations such as incorporation of the Conceptual Change Teaching Model into the pre-service teaching program ; inculcation of the Conceptual Change Teaching Model in school science curriculum practices right from primary to the university level and in service training for science teachers in the use of the CCTM were made.
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A Ph.Dissertation submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Science Education Department of Education Ahmadu Bello University Zaria.
Keywords
EFFECTS,, CONCEPTUAL,, CHANGE MODEL,, ACHIEVEMENT,, RETENTION,, ATTITUDE,, BIOLOGY CONCEPTS
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