THE EFFICACY OF A CONCEPTUAL CHANGE STRATEGY IN REMEDIATING IDENTIFIED STUDENTS’ MISCONCEPTIONS IN BIOLOGY

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dc.contributor.authorSAMBA, REGINA MARITA ONABID
dc.date.accessioned2014-03-03T11:17:24Z
dc.date.available2014-03-03T11:17:24Z
dc.date.issued1998
dc.descriptionA THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATION DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA. 1998en_US
dc.description.abstractThe study was carried out to determine the efficacy of a conceptual change instructional strategy in remediating identified misconceptions about photosynthesis and respiration. The effect o f this strategy on some variables (retention, attitude and gender) were investigated. Consequently the study was carried out in two parts. (1) identification of misconceptions (2) teaching to effect conceptual shift The target population was SSI students of selected schools of Benue State. For the identification of misconceptions, 340 students were drawn from eleven (11) schools in Benue State, seven co-educational two single sex boys and two girls school. During the teaching treatment two schools which were selected based on their equivalence in the knowledge of the experimental concepts were used. One school served as the control and the other experimental. Altogether, there were seventy three students (21 girls and 52 boys). The control group was taught using the traditional instructional method while the experimental group was taught using the conceptual change instructional strategy. The conceptual change instructional strategy was developed, based on Posner et a[ (1982) model. Both groups were pre and post-tested. The major measurement instruments for the study were (a) Misconception test on photosynthesis and respiration (b) Biology concept achievement test (c ) (i) Biology attitude questionnaire (ii) Attitude towards conceptual change approach. The instructional instruments were; (1) Conceptual change instructional strategy and (2) Traditional instructional approach. The data collected were analysed using t-test, Mann Whitney U-test and Pearson's product moment correlation and tested at a significant level of 0.05. There were altogether nine hypotheses and one question to be tackled. The findings of the study were as follows (I) The experimental group performed significantly better and retained more of the biology concepts than the control group. (ii) There was no statistically significant difference between the performance of boys and girls taught using both conceptual change instructional strategy and traditional instructional method. (iii) A statistically significant correlation (P<0.05) was found to exist between attitude to biology and performance in the control group - whereas there was no significant correlation for same tests in the experimental group. (iv) The conceptual change instructional strategy significantly improved students attitude to Biology over their counterparts exposed to traditional instructional method. (v) Boys and girls differed significantly in their attitude towards the conceptual change instructional strategy. (v) There was a statistically significant correlation between retention and performance for both groups. (vi) Students in SSI l abour a wide range of misconceptions on photosynthesis and respiration, some of which can be easily remediated using the conceptual change instructional strategy. Based on these results recommendations which could give a clearer view of, and support for the efficacy of the conceptual change instructional strategy were madeen_US
dc.identifier.urihttp://hdl.handle.net/123456789/3077
dc.language.isoenen_US
dc.subjectSTRATEGY,en_US
dc.subjectREMEDIATING,en_US
dc.subjectIDENTIFIED STUDENTSen_US
dc.subjectMISCONCEPTIONSen_US
dc.subjectBIOLOGYen_US
dc.titleTHE EFFICACY OF A CONCEPTUAL CHANGE STRATEGY IN REMEDIATING IDENTIFIED STUDENTS’ MISCONCEPTIONS IN BIOLOGYen_US
dc.typeThesisen_US
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