IMPACT OF ETHNOSCIENCE-ENRICHED-INSTRUCTION ON ATTITUDE, RETENTION AND PERFORMANCE IN BASIC SCIENCE AMONG RURAL AND URBAN STUDENTS IN KANO STATE, NIGERIA

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dc.contributor.authorPENI, Hussaini Yahaya
dc.date.accessioned2017-04-07T11:40:39Z
dc.date.available2017-04-07T11:40:39Z
dc.date.issued2016
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATION. DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Impact of Ethnoscience-enriched-instruction on Attitude, Retention and Performance in Basic Science among Rural and Urban Students. The study employed a pretest posttest quasi experimental design. A randomly selected sample of 213 students from 8 schools under the Bichi Education zone was used for the study. The schools were randomly assigned into experimental and control groups containing male and female schools from urban and rural locations. The experimental groups were taught concepts using Ethnoscience-enriched-instructions while the control groups were taught using lecture method. The groups were posttested to determine their academic performance and attitude after the treatment. They were furthers tested (post-posttest) to determine the retention of learnt concepts. Data were collected using the Basic Science Performance Test (BSPT), a 25 item multiple choice test with a reliability coefficient of 0.66; and the Students Attitude to Basic Science Questionnaire (SABSQ) developed on a five point Likert‟s scale with a reliability coefficient of 0.75. The data were analyzed to answer the research questions and test the null hypotheses. The research questions were answered using descriptive statistics. The hypotheses on academic performance were tested using the two way ANOVA and t-test statistic, while those on attitude were tested with Kruskal Wallis H test and Mann Whitney U test at 0.05 level of significance. The study found that Urban and Rural students in the experimental groups performed better than those in the control groups (F (1, 209) = 287.63; p ≤ 0.05). It also found that the instructional process had enhanced the performance and attitude of students to Basic Science (X2 (3) = 133.05; p < 0.05). Similarly, Urban and Rural students in the experimental groups had significantly better retention of learnt concepts (F (1, 208) = 10.512; p < 0.05). The study concludes that the instructional process is a viable innovation to the enhancement of rural and urban students‟ academic performance, retention of concepts and attitude to Basic Science and it is gender friendly. The study recommends that teachers should use ethnoscience-enriched-instructions in their teaching. Methodology courses in pre-service teacher training should include ethnoscience-enriched-instruction. At the in-service level, seminars and workshops should be organized to educate practicing teachers on how to use ethnoscience-enriched-instruction in teaching.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8897
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectETHNOSCIENCE-ENRICHED-INSTRUCTION,en_US
dc.subjectATTITUDE,en_US
dc.subjectRETENTION AND PERFORMANCE IN BASIC SCIENCEen_US
dc.subjectRURAL AND URBAN STUDENTS,en_US
dc.subjectKANO STATE,en_US
dc.subjectNIGERIAen_US
dc.titleIMPACT OF ETHNOSCIENCE-ENRICHED-INSTRUCTION ON ATTITUDE, RETENTION AND PERFORMANCE IN BASIC SCIENCE AMONG RURAL AND URBAN STUDENTS IN KANO STATE, NIGERIAen_US
dc.typeThesisen_US
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