ABSTRACT

The study was designed to determine the Effect of innovative teaching strategies on the achievement of Basic Science Students in Mangu Local Government Area. The study adopted a pre test-post test quasi-experimental design with non-equivalent control group. The sample for the study consisted of 150 Junior Secondary School two (JSS II) basic science students. Purposive sampling was used to select ten junior secondary schools in Mangu LGA. The instrument used for the study was the Basic Science Achievement Test (BSAT) designed by the researcher. Four research questions and one hypothesis were formulated to guide the study. The hypothesis was tested at 0.05 level of significance. The data collected were analyzed using Statistical Package for Social Sciences (SPSS) version 23 computer software. The results showed that there was a significant difference (P<0.05) in the mean achievement scores and retention level of students taught Basic science and Technology using innovative teaching strategy and those taught using conventional teaching. This shows that innovative teaching strategy has greater retention ability and more effect on students’ achievement in Basic science and Technology than the conventional teaching approach. The study concluded that innovative teaching strategy and conventional teaching approach when effectively utilized enhance students’ achievement. Finally, the study recommends among others that Basic Science and Technology teachers should be encouraged to adopt Innovative teaching strategy as means of instruction in the teaching and learning of Basic Science and Technology.

 TABLE OF CONTENTS

  CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY            –           –           –           –           1

1.2       STATEMENT OF THE PROBLEM         –           –           –           –           2

1.3       PURPOSE OF THE STUDY          –           –           –           –           –           3

1.4       RESEARCH QUESTIONS –           –           –           –           –           –           3

1.5       RESEARCH HYPOTHESES         –           –           –           –           –           3

1.6       SIGNIFICANCE OF THE STUDY            –           –           –           –           4

1.7       SCOPE OF THE STUDY    –           –           –           –           –           –           5

1.8       OPERATIONAL DEFINITIONS OF TERMS     –           –           –           5

CHAPTER TWO

REVIEW OF RELATED LITERATURE

CHAPTER THREE

                                                   RESEARCH METHODOLOGY

3.1       INTRODUCTION    –           –           –           –           –           –           –           25

3.2       DESIGN OF THE STUDY –            –           –           –           –           –           25

3.3       POPULATION OF THE STUDY   –           –           –           –           –           25

3.4       SAMPLE AND SAMPLING TECHNIQUES       –           –           –           26

3.5       INSTRUMENT (S) FOR DATA COLLECTION –           –           –           26

3.5.1    Description of the Instruments        –           –           –           –           –           26

3.5.2    Procedure for Instruments Development   –           –           –           –           27

3.6       VALIDITY AND RELIABILITY OF THE INSTRUMENT      –           27

3.6.1    Validity of the Instrument   –           –           –           –           –           –           27

3.6.2    Reliability of the Instrument           –           –           –           –           –           28

3.7       METHOD OF DATA COLLECTION       –           –           –           –           28

3.7       METHODS OF DATA ANALYSIS           –           –           –           –           29

CHAPTER FOUR

RESULTS AND DISCUSSION

            INTRODUCTION    –           –           –           –           –           –           –           31

4.1       RESULTS     –           –           –           –           –           –           –           –           31

4.2       HYPOTHESES TESTING  –           –           –           –           –           –           34

4.3       DISCUSSION OF THE FINDINGS           –           –           –           –           34

CHAPTER FIVE

                                    SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1       SUMMARY OF THE FINDINGS  –           –           –           –           –           37       

5.2       CONCLUSION         –           –           –           –           –           –           –           37       

5.3        RECOMMENDATION      –           –           –           –           –           –           38

5.4       SUGGESTIONS FOR FURTHER STUDIES       –           –           –           38

REFERENCES        –           –           –           –           –           –           –           39

APPENDIX I –           –           –           –           –           –           –           –           44

APPENDIX II           –           –           –           –           –           –           –           45

APPENDIX III          –           –           –           –           –           –           –           48

APPENDIX IV          –           –           –           –           –           –           –           50

APPENDIX V           –           –           –           –           –           –           –           52

APPENDIX VI          –           –           –           –           –           –           –           55

APPENDIX VII        –           –           –           –           –           –           –           56

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

Since the beginning of the twenty-first century, there have been many changes in the development of national and world education (Federal Republic of Nigeria, FRN, 2012). As a result, there are rapid changes taking place in education, industry, ICT, communication, agriculture, and medicine etc. According to Gbenga and Effiong (2015), integrated science, being the foundation for the sciences, deals basically with the fundamental unity of science. These science subjects include mathematics, biology, Chemistry, Biology, Geography, Physical and Health Education. It also cuts across many other fields of human study. Today, based on recent development in science and technology, integrated science is taught as Basic science in junior secondary schools (Gbenga and Effiong, 2015).

                        Adesina (2019) indicated that in a bid to make the science knowledge tantalizing to the buyer (the learners), the science teaching should be innovative in congruence to the learners’ styles, learning habits, mental ability, self-efficacy, intellectual capability and even the learners’ emotional intelligence, so that when the learner tastes the package he/she will yearn for more. It is obvious that teaching is very challenging but the teacher owes it a duty to make sure learning has taken place. The teacher achieves this by using appropriate techniques to impact knowledge to the learners and making the learners genuinely interested and participate effectively during the teaching/learning process.

These learning techniques are practically oriented (Zimmerman and Leban, 2000), and helps to de-emphasize rote memorization of scientific concepts and principles, encourage knowledge and skill acquisitions and provide hands-on-minds learning of science, encourages active participation of learners and enhance learner’s acquisition of science process skills (Okoli, 2006).

1.2       STATEMENT OF THE PROBLEM

Over the years, there has been an increasing concern about the poor performance of science students at both junior secondary school and senior secondary school levels in both internal and external examinations in the country (Zimmerman and Leban, 2000). This poor performance trend has led to different authorities attributing it to different factors. Primary among these factors are; ineffective teaching strategies used by teachers, abstractness of some concepts or topics which make it difficult for learners to comprehend and learners’ attitude towards the subject of science (Qarareh, 2012). A number of studies have been carried out to establish the effects of instructional strategies on achievement of students in science subjects. Literature shows that many of these studies were executed in other subject areas other than Basic Science and Technology. In spite of studies in instructional methodology to improve students’ achievement over the years, poor achievement in science specifically, Basic Science and Technology among students has persisted unabated (Zimmerman and Leban, 2000).

It is upon this background that the researcher deems it fit to investigate in to the Effects of innovative teaching strategies on the achievement of Basic Science Students in Mangu Local Government Area.

1.3       PURPOSE OF THE STUDY

The main purpose of this study is to examine Effects of innovative teaching strategies on the achievement of Basic Science Students in Mangu Local Government Area. The study specifically seeks to:

1. Determine the effects of conventional teaching approach on students’ achievement in Basic Science
2. Determine the effects of innovative teaching strategies on students’ retention in Basic Science
3. Compare the effect of innovative and conventional teaching strategies on the achievement of Basic Science and Technology

1.4       RESEARCH QUESTIONS

The following research questions guided the conduct of this study;

1. What are the effects of conventional teaching approach on students’ achievement in Basic Science?
2. What are the effects of innovative teaching strategies on students’ retention in Basic Science?
3. What are the differences in performance of Basic Science students when taught using innovative and conventional teaching strategies?

1.5       RESEARCH HYPOTHESES

            The following hypothesis guided the conduct of this study:

Ho: There is no significant difference between the mean achievement scores of students taught Basic Science using innovative teaching strategies and those taught using conventional teaching approach.

1.6       SIGNIFICANCE OF THE STUDY

This study is built on the framework that the findings will have both practical and theoretical significance. The study will benefit teachers, students, parents, curriculum planners and the public at large into a better understanding of the Effects of innovative teaching strategies on the achievement of Basic Science Students in Mangu Local Government Area.

The study will be of immense important to the teachers by providing valuable insights to them regarding the effectiveness of innovative teaching strategies in improving students’ achievement and also to understand which strategies work best and how to implement them in their classrooms.

The study’s findings can contribute to better academic performance for Basic Science students, as the innovative teaching strategies may facilitate a deeper understanding of the subject matter. The study’s findings can inform curriculum planners about the effectiveness of innovative teaching strategies in Basic Science education. They can use this information to update and revise the curriculum, incorporating pedagogical approaches that have been proven successful.  The study’s results can contribute to evidence-based educational policies at the local, regional, or national level. It can inform policymakers about the importance of innovative teaching strategies and their potential to improve educational outcomes in Basic Science.

1.7       SCOPE OF THE STUDY

                        The study focused specifically on the use of innovation teaching strategies in Basic Science education in Mangu LGA, Plateau State, Nigeria.

1.8       OPERATIONAL DEFINITIONS OF TERMS

Innovation teaching strategies: These are teaching methods that are child-centred and creative in nature, designed to improve student engagement and learning outcomes. Examples include project-based learning, inquiry-based learning, and the use of technology in the classroom.

Academic performance: This refers to a student’s achievement in a particular subject, as measured by grades, test scores and overall achievement.

Basic Science education: This refers to the educational level that follows junior secondary education and focuses specifically on the teaching and learning of science subjects such as physics, chemistry, and biology.

Qualitative research methods: These are research methods that focus on gathering non-numerical data, such as opinions, attitudes, and experiences. Examples include interviews, focus groups, and observations.

Project-based learning: This is a teaching strategy that involves students working on a project or task that is designed to address a real-world problem or challenge.

Inquiry-based learning: This is a teaching strategy that involves students asking questions and investigating answers, leading to the development of critical thinking skills and deeper understanding of a subject.

Technology in the classroom: This refers to the use of technology such as computers, tablets, and interactive whiteboards in the classroom to enhance teaching and learning.