Effects of Instructional Strategies and Gender on Basic-Science Students’ Achievement in Nigeria

سال انتشار: 1392
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 206

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شناسه ملی سند علمی:

JR_AJPS-3-3_002

تاریخ نمایه سازی: 29 اسفند 1398

چکیده مقاله:

The study examined the effect of instructional strategies (inquiry, demonstration and lecture), ability levels and gender on students’ achievement in the learning of Basic science in Nigeria secondary schools. 270 junior secondary school students (128 males and 142 females) of 6 selected schools in Delta central senatorial district of Delta State were sampled for the study. High and Low Ability students were gotten using the pretest of the achievement test. The instruments for data collection are the teaching guides and the Basic Science Students Achievement Test (ISSAT). For all the overall achievement of high and low ability students in all the instructional groups, there were significant differences –the high ability group did better than the low. No significant difference was found in the overall achievement of male and female students taught Basic science in all the groups. It was recommended that science teachers should develop a spirit of inquiry among all science students paying extra attention to the low ability while not discouraging the high ability students as well as continuing to ensure gender bias is de-emphasized in the science classrooms.

نویسندگان

Atomatofa Rachel Ovuezirie

Integrated-Science Department Delta State College of Physical Education, Mosogar, Nigeria