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