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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dc.contributor.authorILIYA, Binta Shika
dc.date.accessioned2014-02-11T12:58:00Z
dc.date.available2014-02-11T12:58:00Z
dc.date.issued2012-05
dc.descriptionA 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, 2011en_US
dc.description.abstractThis 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 Scienceen_US
dc.identifier.urihttp://hdl.handle.net/123456789/1279
dc.language.isoenen_US
dc.subjectTEACHERS’ COGNITIVE QUESTIONING STYLESen_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectSECONDARY SCHOOL STUDENTS,en_US
dc.subjectINTEGRATED SCIENCEen_US
dc.subjectGIWA INSPECTORATE DIVISIONen_US
dc.titleTEACHERS’ COGNITIVE QUESTIONING STYLES AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN INTEGRATED SCIENCE IN GIWA INSPECTORATE DIVISIONen_US
dc.typeThesisen_US
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