Teaching strategies on biology achievement of secondary school students with different learning styles in rivers state, Nigeria
Azubuike Esther Nkechinyere, Dr. AA Arokoyu
This study investigated the effect of teaching strategies (guided inquiry, demonstration and lecture) on Biology achievement of secondary school students with different learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) in Rivers State. The study adopted the quasi-experimental research design with non-randomised pretest and posttest groups. The sample consisted of 247-year two (SS2) Biology students drawn from three randomly sampled governments owned secondary schools in Obior/Akpor Local Government Area in Rivers State. Three research questions and three null hypotheses were formulated to guide the study. Frequent count; mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses. Treatment consisted of teaching Biology concepts to the two experimental groups using demonstration and guided – inquiry strategies while the other third group which is the control group was taught using lecture strategy. Two instruments. Two instruments Biology Achievement Test (BAT) and Index of Learning Styles (ILSQ) were used in the study. The two instruments were subjected to both content and face validity. The ILSQ as adopted from Felder and Solomon (2004) was used for the identification of the students’ learning styles. Test-retest reliability coefficient was computed using Pearson Product Moment Co-relation coefficient which gave a reliability coefficient of 0.84 for BAT. The ILSQ was used for the identification of students’ learning styles. The internal consistency for each of the learning styles were determine using Cronbach Alpha which gave a reliability index of 0.88 for active/reflective, 0.82 for sensing/intuitive, 0.85 for visual/verbal, and 0.79 for sequential/global learning styles. From the findings, a significant difference was found to exist in the academic achievement of Biology students with different learning style taught using demonstration, guided-inquiry and lecture. There was no significant difference in the mean scores of male and female students with different learning styles taught Biology using demonstration, guided – inquiry and lecture. Based on the findings of this study, it was recommended among others that Biology teachers should identify the learning styles of their students and use teaching strategies that complement them.
Azubuike Esther Nkechinyere, Dr. AA Arokoyu. Teaching strategies on biology achievement of secondary school students with different learning styles in rivers state, Nigeria. International Journal of Multidisciplinary Research and Development, Volume 5, Issue 4, 2018, Pages 82-88