EFFECT OFSOCRATIC QUESTIONING TECHNIQUE ON ACADEMIC PERFORMANCE OF UPPER BASIC SCIENCE STUDENTS OF DIFFERENTCOGNITIVE STYLES, ZARIA EDUCATION-ZONE, KADUNA STATE, NIGERIA
EFFECT OFSOCRATIC QUESTIONING TECHNIQUE ON ACADEMIC PERFORMANCE OF UPPER BASIC SCIENCE STUDENTS OF DIFFERENTCOGNITIVE STYLES, ZARIA EDUCATION-ZONE, KADUNA STATE, NIGERIA
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Date
2021-03
Authors
ADAMU, Abdullahi
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Abstract
This study titled Effect of Socratic Questioning Technique on Academic Performance of Upper
Basic Science students of Different Cognitive Styles in Environmental Hazard Concept in Zaria
Education Zone, Kaduna State, Nigeria. The Design of the study was Quasi-Experimental
design. The population comprised all the 18,508JSS2 Basic Science Students from 37 public
secondary schools in Zaria Education Zone. Sample of 297 students from four randomly selected
coeducational schools were used for the study. The Experimental Group was taught the concept
of Environmental Hazard using Socratic Questioning Technique while the Control Group was
taught the same concept using Lecture Method. A validated Instrument called Basic Science
Performance Test (BSPT) and Alternative Uses Test (AUT)with a reliability coefficient of 0.79
and 0.81 was used for the data collection. Five research questions and five null hypotheses were
formulated to guide the study. ANOVA, ANCOVA, and Independent t-test statistics were used
to test the null hypotheses at P <0.05 level of significance. Findings among others revealed that
there is statistical significance difference between the Experimental and Control group in favor
of the experimental group, the findings also revealed that there is statistically significant
difference between the convergent and divergent students in the experimental group. The
researcher thus concluded that Socratic Questioning Technique was found to be helpful in
changing students‟ performance. It was therefore recommended among others that Junior
Secondary school Basic Science Teachers should endeavor to use the Socratic Questioning
Technique while teaching to improve students‟ Performance in Upper Basic Science
Description
A DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE
STUDIES AHMADU BELLO UNIVERSITY INPARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE MASTERS
DEGREE IN SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA, NIGERIA
Keywords
EFFECT,, SOCRATIC QUESTIONING TECHNIQUE,, ACADEMIC PERFORMANCE,, UPPER BASIC SCIENCE STUDENTS,, DIFFERENT COGNITIVE STYLES,, ZARIA EDUCATION-ZONE,, KADUNA STATE,, NIGERIA