EFFECTS OF TEACHERS WAIT-TIME AND COGNITIVE QUESTIONING LEVELS ON STUDENTS ACHIEVEMENT IN FOODS AND NUTRITION AND CAREER ASPIRATIONS
EFFECTS OF TEACHERS WAIT-TIME AND COGNITIVE QUESTIONING LEVELS ON STUDENTS ACHIEVEMENT IN FOODS AND NUTRITION AND CAREER ASPIRATIONS
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Date
1999
Authors
MOHAMMED, Zakari, AISHA
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Abstract
The research was meant to examine the effects of
Teachers Wait-time and Cognitive Questioning Levels on
Students Achievement in Foods and Nutrition and their
Career Aspiration. The study also tried to determine the
inter-relationships between teachers and wait-time I and
II, teachers cognitive questioning levels, students
achievement and their career aspirations.
The subjects for this study comprised of 32 secondary
school teachers and 400 senior secondary school final year
students in Kaduna State. The instruments used include
stop-watch, tape-recorder, achievement test items and a
career aspiration questionnaire which was meant to seek
information on the career aspiration of each student. The
data was collected through pre and post test control group
design.
The findings of the study revealed that:
Foods and Nutrition teachers ask more questions at the
low cognitive questioning level and few questions from
the high cognitive level.
Use of extended wait-time I relates to students
achievement
Teachers low cognitive questioning does not relate to
student achievement but the study revealed that
teachers high cognitive questioning relates to
students achievement.
Students achievement in Foods and Nutrition relates to
their career aspirations.
Foods and Nutrition Secondary school students
preferred services occupations such as Dietary
Assistance, Welfare Services, Catering Services and
Research in Foods and Nutrition.
The control group and experimental group of the study
view their occupational preferences differently.
From the findings, the following recommendations were
made (1.) Seminars and Workshops on the use of extended
wait-time and high cognitive questioning should be
organized for secondary school teachers and teachers of
tertiary institutions. This could help practicing teachers
to see the importance of wait-time and high cognitive
questions in an enquiry classroom.
(2.) That the use of wait-time treshold of 3-4 seconds is
more appropriate so as to provide students with enough
thinking time for meaningful responses.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
DOCTOR OF PHILOSOPHY IN CURRICULUM AND INSTRUCTION
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA, NIGERIA
Keywords
EFFECTS,, TEACHERS,, WAIT-TIME,, COGNITIVE, QUESTIONING,, LEVELS,, STUDENTS, ACHIEVEMENT,, FOODS,, NUTRITION,, CAREER ,, ASPIRATIONS.