EFFECTS OF COLLATERAL LEARNING ON ATTITUDE AND PERFORMANCE IN GENETICS AMONG CONVERGENT AND DIVERGENT SECONDARY SCHOOL STUDENTS OF SULEJA EDUCATIONAL ZONE, NIGERIA

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dc.contributor.authorSHUAIBU, Ado Mohammed
dc.date.accessioned2018-11-12T10:09:34Z
dc.date.available2018-11-12T10:09:34Z
dc.date.issued2017-07
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER IN BIOLOGY EDUCATION DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Effects of Collateral Learning on Attitude and Performance in Genetics Among Convergent and Divergent Secondary School Students of Suleja Education Zone, Nigeria. The research design used was pre-test, post-test Quasi-experimental control group design. The population of this study covered all the eight (8) public Senior Secondary Schools (SSSII) offering Biology with total enrolment of two thousand two hundred and sixtythree (2263) as at 2015/2016 academic session.One hundred and seventy five (175) students were sampled from two co-educational schools using simple random sampling technique involving balloting. Four objectives were stated with their corresponding research questions and null hypotheses.Two validated instruments namely; GCPT and GCAQ were used for data collection with reliability coefficients of 0.89 and 0.71 using PPMC and SROC respectively. Research questions raised were answered using mean and standard deviation while null hypotheses were tested using ANCOVA, Mann Whitney and Kruskal Wallis test at 0.05 level of significant.Results of the findings showed that there was significant difference between the performance mean scores of convergent and divergent students taught genetic concepts using Collateral Learning Strategy and those taught using Lecture Method, in favour of experimental group. Also, there was no significant difference between the attitude change of convergent and divergent students taught genetic concepts using Collateral Learning Strategy. Similarly, the finding shows that there was no significant difference between the performance mean scores and attitude change of male and female convergent and divergent students exposed to Collateral Learning Strategy. From the findings of the study, recommendations were made which include among others that teacher should be motivated and encouraged by State Ministry of Education and Science Teacher‘s Association of Nigeria (STAN) to attend seminars and workshops on the effective use of Collateral Learning Strategy in the teaching and learning of science in general and Biology concepts in particular.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/10842
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectCOLLATERAL LEARNING,en_US
dc.subjectATTITUDE,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectGENETICS,en_US
dc.subjectCONVERGENT,en_US
dc.subjectDIVERGENT SECONDARY SCHOOL STUDENTS,en_US
dc.subjectSULEJA EDUCATIONAL ZONE,en_US
dc.subjectNIGERIAen_US
dc.titleEFFECTS OF COLLATERAL LEARNING ON ATTITUDE AND PERFORMANCE IN GENETICS AMONG CONVERGENT AND DIVERGENT SECONDARY SCHOOL STUDENTS OF SULEJA EDUCATIONAL ZONE, NIGERIAen_US
dc.typeThesisen_US
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