THE EFFECTS OF PROBLEM-SOLVING STRATEGY AND LECTURE METHOD ON SOCIO-CULTURAL BELIEFS HINDERING SCIENCE LEARNING AT THE JUNIOR SECONDARY SCHOOL IN FCT ABUJA
THE EFFECTS OF PROBLEM-SOLVING STRATEGY AND LECTURE METHOD ON SOCIO-CULTURAL BELIEFS HINDERING SCIENCE LEARNING AT THE JUNIOR SECONDARY SCHOOL IN FCT ABUJA
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Date
2008-12
Authors
CHIDIEBERE, DIKE BASILIA
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Abstract
This study investigated the effects of problem solving strategy
and lecture method on sociocultural beliefs hindering science
learning in some selected Junior Secondary schools in Gwagwalada
Federal Capital Territory Abuja. It also investigated the extent the
sociocultural beliefs of students affected their academic achievement
in integrated science. The sample was made up of one hundred Junior
Secondary School one (JSS 1) students randomly selected from two
co-educational public secondary schools. Six Null Hypotheses were
tested in this study. The pretest post-test quasi experimental design
was used for data collection. Two instruments were used for collection
of the data the Social Cultural Beliefs Scale (SCBS) and Integrated
Science Achievement Test (ISAT). The SCBS was a 40 – item
questionnaire and ISAT a 40-item achievement test. The data were
analyzed using Wilcox-on signed ranking statistics, t-test and
spear-man rank statistics at P< 0.05 level of significance. The major
findings obtained from the study were.
There was significant difference in pre and post test mean scores of
the students in sociocultural belief scales when taught integrated
science using problem solving strategy.
There was significant difference in the mean scores of students in
Sociocultural Beliefs of those taught using problem solving
strategy and those taught using lecture method.
There was significant difference in the mean scores of male and
female students in their academic achievement when taught using
problem-solving strategy.
There was significant relationship between students academic
achievement in science and their performance on SCBS after
exposure to problems solving strategy. The result indicated that
experimental group students had their sociocultural beliefs
reduced by the use of problem – solving strategy.
Based on these findings; the following recommendations were made:
Problem of solving strategy should be encouraged in the teaching
and learning integrated science.
Science teachers should be aware of sociology-cultural beliefs of
students and relate to students preconception before teaching
science concept.
Science curriculum planners should include courses that will
provide scientific explanations to natural phenomena observed in
Africa society.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE
SCHOOL IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE
MASTER OF SCIENCE EDUCATION
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA
DECEMBER, 2008
Keywords
EFFECTS,, PROBLEM-SOLVING, STRATEGY,, LECTURE,, METHOD,, SOCIO-CULTURAL, BELIEFS,, HINDERING,, SCIENCE,, LEARNING,, JUNIOR,, SECONDARY,, SCHOOL,, FCT ABUJA