THE EFFECTS OF PROBLEM-SOLVING STRATEGY AND LECTURE METHOD ON SOCIO-CULTURAL BELIEFS HINDERING SCIENCE LEARNING AT THE JUNIOR SECONDARY SCHOOL IN FCT ABUJA

No Thumbnail Available
Date
2008-12
Authors
CHIDIEBERE, DIKE BASILIA
Journal Title
Journal ISSN
Volume Title
Publisher
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
Citation
Collections