TEACHERS’ COGNITIVE QUESTIONING STYLES AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE IN GIWA INSPECTORATE DIVISION
TEACHERS’ COGNITIVE QUESTIONING STYLES AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE IN GIWA INSPECTORATE DIVISION
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Date
2012-05
Authors
ILIYA, Binta Shika
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Abstract
This study investigated the effects of teachers’ cognitive questioning styles on academic
achievement of Junior Secondary School Students in Integrated Science. A quasiexperimental
pretest, posttest and post-posttest research design was used for the study
which featured two groups of integrated science students. One hundred JSS II students
randomly selected from two schools in Giwa Inspectorate Division of Kaduna State
formed the study sample. They were taught integrated science concepts using low-level
and high-level cognitive questioning styles. Performance of the two groups were
compared using their posttest and post–posttest mean scores. Four null hypotheses were
tested using t-test statistics at a significance level of P≤0.05. Integrated Science
Achievement Test (ISAT) with reliability coefficients of 0.85, was used to collect data
for the study. The following findings were obtained from the study: (i) There was no
significant difference in the mean scores of students taught using low-level and high-level
cognitive questioning styles. (ii) Male students performed significantly better than female
students when taught using low-level cognitive questioning styles. (iii) There was no
significant difference when male and female students were taught using high-level
cognitive questioning styles. (iv) There was significant difference in the mean scores of
students retention ability when taught using low-level and high-level cognitive
questioning styles, in favour of those exposed to high-level questioning styles. Based on
the above findings, recommendations were made among which are the need for
Integrated Science teachers to endeavour to use both low-level and high-level cognitive
questioning styles in the teaching and learning of Integrated Science
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
AHMADU BELLO UNIVERSITY IN PARTIAL FULFILMENT OF
THE REQUIREMENT FOR THE AWARD OF MASTERS DEGREE
IN SCIENCE EDUCATION
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA NIGERIA
MAY, 2011
Keywords
TEACHERS’ COGNITIVE QUESTIONING STYLES, ACADEMIC ACHIEVEMENT,, SECONDARY SCHOOL STUDENTS,, INTEGRATED SCIENCE, GIWA INSPECTORATE DIVISION