CHAPTER ONE
INTRODUCTION
Background
to the Study
Knowledge
in basic science and technology is central and indispensable to the development
of every Nigerian child. This is due to its crucial roles in the child’s
survival, adjustment and adaptation to his/her immediate and wider environments
dominated by scientific activities. Any child that lacks the basic knowledge in
science and technology can not participate meaningfully in some social
activities. For instance, for a child to utilize effectively the global system
for mobile communication (GSM), such child must know how to manipulate numbers,
since the operation of a mobile phone depends on the manipulation of numbers.
The Federal Government of Nigeria (FGN) being aware of these roles of science
and technology in the live of every Nigerian youngster made the study of
science compulsory at all levels of basic education. This is to ensure that
every Nigerian child is science literate. It is also aimed at laying solid
foundation for children’s further study of science. For instance, one of the
objectives of the basic Education according to government is “laying sold
foundation for scientific and reflective thinking” (FRN 2004). To accomplish
the above objective, government stated that “there will be entrenchment of
science teaching in the primary school curriculum” (FRN; 1986).|
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But
despite the lofty government’s objectives and drives to inculcate science
culture in every Nigerian child, records available indicated abysmal
achievement in science by Nigerian basic school pupils. For example, the 1997
UNICEF/UNESCO/FME study on Monitoring of Learning Achievement (MLA) reported
pupils’ national average score of 32% in science with males’ mean score of 32.73 and S.D 18.10 and female with
mean score of 32.96 and S.D 18.29. The study also showed that basic science was
the least preferred subject studied in basic schools. In 2003 another MLA study conducted by the
universal basic Education commission (UBEC) reported the national mean score in
basic science as 40.33 with S.D. of 17.93 while the score for Ebonyi state in
the test was 37.93 with S.D of 16.58. This is made up of mean score of male of
36.13 and S.D of 16.43 and female mean score of 39.43 and S.D of 16.63 (UBEC
2007). In 2006, the MLA study reported a national mean score of 40.78 and S.D
of 15.43 (UBEC. 2009). As corroboration to the above, Salami (2007:1) reported
that “research in Nigeria
indicated low attainment of secondary school students in science subjects”. This
poor performance by the secondary school students in science and mathematics
was reported by Azuka (2011:1) and attributed it to “their (students) poor
background at the primary school level”. He enumerated some of the contributing
factors to this poor state at the primary school level to include among others:
- poor methods of teaching
- lack of use of teaching aids
- poor quality of teachers.
- Inadequate training of teachers
(Azuka 2011).
Odunusi (1997)
reported similar poor achievement in basic schools. This could be as a result
of basic science teachers’ inability to stimulate pupils’ interest in study of
science. UBEC (2007:145) attributed the pupils’ poor achievement in b asic
science to “teachers not teaching the subject well which leads to pupils’
dislike of the subject”. This leads to the laying of weak foundation at basic
level, which invariably affects the study of science at other levels of
education. According to Harlem (1992;3) science encompasses the first hand use of
physical and mental skills to generate and test reliable knowledge and
generations. In learning science, these skills (process skills) are involved in
using and testing existing ideas. It is through processes such as observation
and testing existing ideas, observation and questions raising and hypothesizing
that ideas are used in trying to explain new evidences. It is through processes
such as prediction, planning, experimenting and interpreting that conclusions
are drawn as to whether the ideas fit the evidence. Science involves using the
knowledge that has been generated through process skills to create and
continually refine testable models of nature that helps us to describe,
explain, predict, and to conceptualize observable phenomenon of nature (Harlen
1992). In this model building of science, the approach is first hand enquiry
built around experience and experimentation and the focus is the phenomenon
themselves. Children, like scientist, must be ready to reject ideas when the
evidence requires this. In this way, learner collects the evidence and does the
reasoning, makes the ideas his/her own. This is what we may call learning with
understanding. Learning with understanding makes children to feel at ease with
science; to know its strength and weaknesses to realize how ideas emerge form
human activity, which is important in their education even if they are not
destined to practice science. The aim of the approach is for pupils to learn
with understanding, through development of their own ideas, which are taken
seriously and not ignored in favour of the right answer. This type of learning
is more likely to appeal to all pupils (Harlen 1992). This type of learning
will produce real learning. In learners Real learning according to Laevers
(2002) affects the deeper structures on which competencies (science) and
disposition are based. According to him, educational context must be
constructed to bring children to the highest level of involvement. This is
where deep-level children learning takes place, (Laevers, (2002). But
contrary to those stated procedure, teaching of science and other subjects in basic
schools is through rote memorization and didactic method (Teacher centred
method of instruction where children are not given opportunity to participate
in instructional delivering in the classroom). Nworgu and Nwazojie (2003), Ling
and Boo (2007) have independently pointed out that the current method of
teaching science in basic schools is often didactic and does not engage pupils’
knowledge effectively. In line with the above, Nworgu and Nwazojie (2003:120)
have lamented that “The didactic method which teachers currently employ in
teaching primary science emphasizes rote memorization and regurgitation of
facts. Pupils’ activities are given less emphasis”. For science teaching to be
effective, emphasis should be placed on taking the learners initial ideas as a
starting point also the participation of the learners in modifying, expanding
the ideas and view in the light of experience of the learner.
This traditional teacher centered (lecture)
method of teaching science at various levels of education has been widely
criticized as being responsible for pupils’ poor achievement in science.
Ajiboye (2007:42) reported that “lecture method is still popular in Nigeria despite
its obvious limitations”. In line with the above, Omotayo and Olaleye (2008:1)
noted that “serious aberrations on the quality of science in Nigeria is the
over-emphasis on mastery of subject matter content, theory and excessive
examination consciousness against practical orientation toward science based
disciplines”. They further noted that in the present teaching method “there is
total lack or insufficient participation of students in the learning process”.
This is what causes low pupils’ academic achievement in basic science and
technology.
By the use of the above
teacher-centred teaching method which is purely didactic, Science according to
Ling and Boo (2007:3) is viewed by pupils as “pieces of information and do not
see the big picture of a unit of learning”. Omotayo and Olaleye (2008:2) maintained that through didactic
teaching method, “science is thus made alien rather than being a tool for
industry”. Against this back drop UBEC (2009:409) lamented that “this causes
for a great concern because low percentage of pupils having adequate knowledge
and understanding of basic science is unacceptable if the country is to attain
scientific and technological advancement”
The present method of science teaching leads to what Laevers (2002:10)
described as “superficial learning. This learning that does not affect the
basic competencies of the child and has little transfer to real life satiation”.
The attention of many science
educators/researchers has continued to be directed at searching for appropriate
methods of science instruction. They have focused on several dynamic and
pragmatic pedagogical methods and strategies that enable learners to be active
participants in the learning process, while teachers serve as facilitators. Here,
the teachers’ roles are to stimulate learners’ interest to actively engage in
creating understanding, testing, experimenting, modifying ideas and making
conclusions.
To
achieve this, Harlem (1992:6) stated that “the
experience provided will enable pupils actively to seek evidence through their
own senses to test their ideas, to take account of others’ ideas through
discussion and using sources of information”. He further stated that teachers
should consciously make the class room organization to facilitate interaction
of pupils with materials and pupils with pupils. The teachers’ role will be to
help children to express and test their ideas, to help them reflect upon
evidence; the pupils’ role include some responsibility for learning and taking
part in generating ideas; the materials have a central role in providing
evidence as well as arousing curiosity in the world around (Harlen 1992). In line with this, Omotayo and Olaleye
(2008:2) stated that “what is expected of the teachers is to guide the student
learners to appreciate the worth of the learning materials”. Some of the
suggested methods include;
(i)
Cuisenaire Rod Approach (Kurume and Achor 2008); this
is a unique system that helps learners to grasp abstract concepts. This was
invented by George Cuisenaire.
(ii)
Affective Science Teaching Method
(Omotayo and Olaleye 2008:); this is a learner centered model of teaching that
actively engage the learner in subject matter that are relevant to the personal
interest, experiences and needs of the learner.
(iii)
Personalized System of Instruction (PSI)
(Salami 2007); this is the selection of responses, alteration of a contingency
between the response and a reinforce.
(iv)
Concept Mapping Method (Ling and Boo
2007); this is a two-dimensional hierarchical diagram which illustrates the
relationship between and among individual concepts. However, none has
researched on the use of experiential teaching approach in teaching basic
science and technology
.
The experiential teaching approach is the teaching method that enables learners
(pupils) to be engaged in concrete activities which enable them to find out
facts and meaning about concepts by themselves with the guidance of a teacher.
The experiential teaching approach makes learners to be active in the
classroom, self explorative, gain insight into situation, acquire problem
solving skills and have self understanding of environment. It embodies
co-operative learning, personalized system of instruction as well as affective
science teaching. Learners work in small groups with concrete objects to
discover facts about them. This enables learners to transfer knowledge to
situations outside the learning environment ((Luckner and Nadler, 1997); Mabie
and Baker (1996); Richardson,
(1994 :); Grisoni, (2002:), Fenwick, (2000). The model was designed by Kolb but
based on Dewey’s theory of experience.
Luckner and Nadler (1997:1) define
experiential teaching approach as a type of teaching in which students
participate in an activity, reflect upon the activity, use their analytical
skills to derive some useful insight from the experience, and then incorporate their new
understanding into their lives”. To Brookfield
(1983:16), “it is a term used to describe the sort of learning undertaken by
students who are given opportunity to acquire and apply knowledge, skills and
feelings in immediate and relevant settings”. To Houle (1980:221), it is
“education that occurs as a direct participation in the event of life”. Diem
(2001:1) conceptualizes experiential teaching as “learn-by-doing approach”. Experiential
learning which results from experiential teaching approach is defined by the Association
for Experiential Education (1994:1) as “a process through which learners
constructs knowledge, skill and value from direct experience”. Chickering
(1976:63) views experiential teaching as “Learning which occurs when changes in
judgments, feelings, knowledge or skills result for a particular person from
living through an event or events”. Stenho (1986) pointed out that experiential
teaching and learning involves (1) action (2) reflection (3) abstraction and 4 application.
This means that experiential teaching if it is to be effective must be planned
such that there will be a change in an individual which will be as a result of
the individual reflecting on a direct
experience which he/she must have been involved. This will lead to abstraction
and application in either immediate or later environment. This shows that experiential
teaching approach looks holistically at education and addresses education
quality in terms of the process (i.e how does the teaching and learning take
place)? Are the learners participating and the outcome, (what the learners are
able to do as a result of their exposure to the learning experience). In line
with the above view, Friere (1993:65), refers to traditional teaching approach
as “banking approach to education”. According to him, “the banking approach
encourages students to know the step only whereas, experiential teaching
approach encourages the students to know the steps, understand the purpose and
concluding the steps” (Friere, 1993).
Itin
(1999) pointed out that experiential teaching approach encourages teachers to provide more opportunities for
students to interact with the subject matter, the environment, other students,
and the teacher. According to him, it is not sufficient that students master
the content if they do not understand how to apply it in the real world. Experiential
education is based on learners’ direct experiences. Experience on the other
hand is the accumulation of knowledge or skills that result from direct
participation in event of life or activities, that is, the content of direct
observation or involvement in an event. Indeed, it could be viewed according to
It in (1999:94) as “a learning method that focuses on the learning for the
individual”. It is a meaningful discovery learning as the learner is active, completely
involved, sometimes taking initiative, engaging
in complexity and sometimes also dealing with ambiguity which is an important
part of the learning process. The learning outcomes include; cognitive elements
resulting in an increased awareness, emotional elements producing changed
attitudes or feeling and behavioral elements which involves changed
interpersonal competencies (Shien and Benis 1965).
The experiential teaching approach
is most suitable for teaching science. Young (1989:52) identified science as a
“doing subject”. Therefore the teaching approach must incorporate activities
for pupils to be doing. It underscores the need for the use of practical
approach to the teaching of science if it must be effective. To learn, people
need to be deliberate experimenters in their own learning. They have to be
guided to willingly engage in rigorous but conscious discovery of facts; after
all, Lave (1988:89) asserted that knowing is interminably inventive and
entwined with doing”.
Diem (2001:2) enumerated the
following as the merits of experiential learning.
1.
Multiple teaching (learning
method) can be integrated. That is, the method is integrative.
2.
It is very learner centred.
3.
The teaching process involves
discovery which build self-esteem in learners.
4.
Learning is more fun for learners
and teaching more fun for teachers
5.
Other life skills can be learned
instead of only science content.
Luckner
and Nadler (1997:2) and Diem (2001:1) independently identified five experiential
teaching processes as follows:
1.
Experience the activity: “Perform-do-it’’. Classes are made up of
several experiences. Children perform activities before they learn the theory.
The activities act as prelude to class discussion of the theory.
2. Share the result, reactions and observations publicly.
Here children discuss what they have done, what they observed and what they
think led to what had happened.
3. Reflection: Reflection by
itself is an awareness that leads to consideration of all available information
in order to come to a conclusion. Process
by discussing, looking at the experience, analyzing, review, reflecting. The
reflective process is what transforms an experience into experiential learning.
As a learner, they need to constantly reflect, analyze, and evaluate the
activities carried out in the classroom, individually or in a group. This helps
the learner to carry out self evaluation and makes abstractions. This is the
first state of reflective learning. It basically constitute the act of engaging
in self criticism, self-evaluation and using the feed back to adjust our way of
thinking. During the reflecting stage, pupils take time to look back and
examine what they saw, felt and thought about during the activity. Reflection
stage is very crucial. The learner reflects on his/her experiences, then
interprets and generalizes these experiences to form mental structure. These
structures are knowledge stored in memory as concepts that can be represented,
expressed and transferred to new situations. Fenwick (2000:4) noted that “a
learner is believed to construct through reflection, a personal understanding
of relevant structures of meaning derived from his or her action in the world”.
To Piaget (1966:153) “this construction process oscillates between assimilation
of new objects of knowledge into one’s network of internal constructs in
response to new experiences which may contradict them”. For learners to
effectively engage in reflection, they have to engage in:
- direct observation of the experience
- indirect observation
- personal recall of things that
occurred during the period.
- documented recall of activities
use
of audio/video(if possible and applicable)
The
information emanating from these activities should help the learner to consider
critically what was done before, during and after the activity. The learner
should also think on what to do next in line with the information emanating from
the activities carried out. They should also consider how to do it and they
should also ask themselves self why it should be done (Ali:2011).
4. Generalizes to connect the Experience to Real-World Examples:
Learners relate the experience to their own lives.
5.
Apply: Learners apply what was learned to a similar or different situations
practice what was learned in a bid to internalize the knowledge. This stage
helps to transfer the knowledge acquired to other situations. Lackner and Nadler, (1997) had suggested
some tips for maximizing learners learning using the experiential teaching
approach.
For experience:
·
Plan time in all lessons for the
processing of the experience
·
Review and evaluate the
orientation days curriculum
·
Is it laying good foundation of
understanding of the experience?
·
Does it overwhelm or confuse the
process.
·
Provide reflection time in each
lesson; Through:
·
personal think time
·
Introspection through writing
·
Group discussion
·
utilize some tools
·
chart your future poster
·
Questions built into the lessons
·
simple thought questions
·
Did you like today’s activity? why? Or why not?
·
How did you feel as you complete
your project for generalizations:
·
Look for and point out to
students patterns as
·
their general likes and dislikes
of activities, projects, assignment
·
what activities were easier for
them to complete and why?
·
what general information from
career futures seems to consistently describe the student?
·
Does your learning style fit
certain career areas better than others?
For the application:
Make good use of the home link
activities to help students bridge the learning gap from structured class room
activities to actual life situations.
Ask
questions that indicate students understanding as it applies to real life such
as
·
What has been the students’
personal experience with the subject at hand?
·
How do you see this learning
affecting your life?
·
How do you plan to use this new
knowledge or understanding.
The current
teaching method applied in basic schools does not involve the above sequences;
hence Omotayo and Olaleye (2008:2) attributed the current low interest of
pupils in science and technology to the “preponderance of teacher
authoritarianism and theory-based didactic science classes”. This is what the
method use in schools emphasizes. The 1997 UNICEF/UNESCO/FME MLA upheld
the
above view as
they reported that “teachers’ method of presenting the lesson is the
contributory factor to the low pupils’ interest in the study of science”.
The above limitations are not the case
with experiential teaching approach. Roger (1969:1) had noted that in
experiential teaching, “teachers are facilitators”. He stated further that
teachers only set positive climate for learning, clarify the purpose of
learning, and organize and make available learning resources. The teacher
balances emotional and intellectual components of learning and shares feelings
and thought with learners but does not dominate. To Davis (1993:2) experiential
teaching is an interaction between the student and a teacher over subject
matters, Roger (1969:1) concluded by stating that “significant learning takes
place when the subject matter is relevant to the personal interest of the
learners”.
Experiential
teaching/learning approach promotes active learning. Active learning makes
powerful impact upon pupils’ learning Adeniran (2011) reported that researchers
have shown that;
- students
prefer strategies promoting active learning to lecture method.
- active learning strategy promotes
mastery of content, development of students’ skills in thinking and writing
than lecture method.
- A significant number of individuals
have learning styles best served by pedagogical techniques other than
lecturing.
To this
effect, Azuka (2009) stated three benefits of active learning over lecture
method. This includes;
- both teacher and student are active
in the teaching and learning process.
- the students give the teacher the
concept or formulae under the guidance of the teachers; and
- retention and recall of concepts are
enhanced.
It seems there is need to promote
experiential teaching method in teaching of science and technology in schools
since it will help to produce pupils who will be active both in and outside the
class room and above all promote the learners’ application of the knowledge
gained in the course of study, as the learner was actively involved in the
discovering of the knowledge. This will help to make the Nigerian Basic
Education system, meaningful to learners themselves, government and the
entire society. This has become
necessary as government’s huge investment in education is a waste of resources
if the people who pass through the Education system are unable to effectively
utilize the knowledge transmitted to them in solving their personal problems
both in the school and outside the school environment.
All proponents of learners-centred
teaching approach such as Salami (2007), Ling and Boo (2007), Omotayo and
Olaleye (2008) have stressed the need for teachers to engage the learner in the
subject matter that is relevant to the personal interest, experiences and needs
of the learner. This is in consonance with the principles of experiential
teaching approach as conventionally, the teaching approach is learner centred.
What is expected of a teacher in experiential teaching approach is to guide the
learner to appreciate the learning materials and make sense out of it. This is
crucial as all principles for science and teaching by themselves are abstract
and they become concrete only in the consequences of their applications (Dewey
1938). The end product of this teaching method is in contrast with rote
memorization which is the end product of the didactic lecture method presently
dominant as science teaching method in schools. Experiential teaching approach
is totally opposed to the total lack or insufficient participation of students
in the learning process as was alleged to be the cause of poor performances in
sciences (Omotayo and Olaleye, 2008). In the approach, emphasis is placed on
the nature of participants’ subjective experiences. The role of the teacher
here is to organize and facilitate direct experiences of the phenomena on the
belief that this will bring about genuine (meaningful and long-lasting)
learning.
Indeed, experiential teaching can be
viewed as a deliberate and conscious effort by educators to fill the gap
between theory and practice. This is so because learners have the opportunity
to acquire theoretical knowledge through practical manipulation of concrete materials.
This leads to discovery of facts about issues rather than merely being told by
the teachers. Olaoye and Akinsola (2007) discovered that pupils learn faster
when the teaching is skewed towards them, and this is when they are allowed to
see and manipulate objects by themselves instead of being remote-controlled by
the external person.
Although experiential teaching
approach is a popular teaching method that has gained wide application in the
developed countries such as United States of America (USA) and South Africa (Mable
and Baker, 1996; Richardson, 1994), it has not been utilized as a teaching approach
in Nigerian basic schools, especially for the teaching/studying of basic science and technology. Given the poor
performance of pupils in basic science and technology as was revealed by the
1997, 2003 and 2007 Universal Basic Education (UBEC) MLA studies and coupled
with the same poor performances of pupils/students in the junior and senior
secondary schools, (as was reported by Salami 2007), if one considers the
obvious benefits of this teaching approach in improving pupils’ performances,
there is need for the teachers’ adoption of this dynamic method in a bid to
remedy this present ugly situation in pupils’ achievements in basic science and
technology. It is important to note that there is erroneous misconception in Nigeria that
science and technology and allied course are not suitable for girls (Njoku,
2003) Okeke and Rufai, 2003). Therefore there is urgent need to correct this
misconception by the adoption of a teaching approach such as the experiential
teaching approach that will give equal opportunities to both the male and
female pupils to effectively participate in the study of science and technology
at the basic stage of education. This will enable them develop the needed
science process skills to undertake further study of science at later stages of
education. This teaching approach will invariably address the learning needs of
both male and females not only in the study of basic science and technology but
in all other subjects, especially those the society ascribes to males folks
alone.
Moreover, with the paucity of
research works in the use of this method as instructional delivery approach in basic
schools in Nigeria,
it is necessary to find out how pupils in Basic schools taught with
experiential teaching method have improved in their academic achievement in basic
science and technology.
Statement of the Problem
In
Nigeria, most research works such as the Federal Ministry of Education’s 1997 Monitoring
of Learning Achievement (MLA), the Universal Basic Education Commission (UBEC)
2003 and 2006 Monitoring of learning achievement and UNICEF’s 2001 situation
assessment and Analysis (SAA) studies indicate that there is a big gap between
government’s desire or intention in introducing Basic Science and Technology in
the Basic Education curriculum and pupils’ achievement rate in the subject area.
Certain factors must be responsible for these poor or abysmal performances by
pupils in basic science and technology. But the factors responsible for such
poor achievements in the reports in those studies cited are teachers’
persistent use of didactic, teacher centred or traditional teaching approach.
The traditional teaching approach does not give pupils opportunity to
participate effectively in classroom instructional delivery. As such, pupils’
level of involvement in instructional delivery is very low. This culminates in
low pupils’ achievement in Basic science and technology.
Indeed
for basic science and technology to thrive and produce government’s desired
result, a pragmatic teaching approach which will be participatory and learner-centred
has to be adopted by teachers in teaching science and technology. Such method
must provide opportunity for pupils to engage in several doing activities in
order to find out facts about them, while the teacher only facilitates the
learning. The teacher only stimulates the learners to find out facts by themselves.
The
study has become imperative at this point in time as the poor performances in
science and technology is worrisome. The teaching approach currently in use in
our classroom to teach this subject is not facilitative. Indeed the teaching
method currently in use in the classroom in teaching science and technology
does not cater for the emotional/interest (affective) the Logical reasoning
(cognitive) and the ability of children to use their hands (psychomotor)
domains. The current teaching method does not consider children’s previous
experiences.
Although
Education researchers have recommended for adoption other teaching methods, this
has been done, but the gap still persists. Such teaching methods suggested and
tried out include cursenaire Rod Approach by Kurumeh and Achor (2009),
affective science teaching approach by Omotayo and Olaleye (2008), personalized
system of instruction by Salami (2007) and concept mapping approach by Ling and
Boo (2007). In a bid to find solution to this perennial problem in teaching
basic science and technology, this study was poised to determine the effect of
experiential teaching approach on pupils’ achievement in Basic science and
technology. Specifically, this study investigated the effect of experiential
teaching approach on pupils’ achievement in Base science and technology.
Purpose of the Study
The main purpose
of this study was to determine the effect of experiential teaching approach on
pupils’ achievement in Basic science and technology. Specifically the
researcher determined:
1.
The effect of experiential
teaching approach on pupils’ achievement in Basic science and technology
2.
The effect of experiential
teaching approach on male and female pupils’ achievement in Basic science and
technology
3.
The interaction effect of methods
and gender on pupils’ achievement in Basic science and technology
Significance of the study
This study provided information to
the following stakeholders in education: Education Researchers, Faculty of
Education of Universities, School
of Education of Colleges
of Education, Curriculum planners, practicing Teachers, Development partners in
Education such as UNESCO, UNICEF, USAID, DFID, UBEC, UBEB, NTI, LGEA, Ministry
of Education, parents, and other philanthropic organizations in basic
education.
The
findings of the study provided information that will stimulate research
interests in this teaching model. Currently there is paucity of research works
in this area in Nigeria.
Other researchers after reading this work will like to investigate the effect
of the approach in other subject areas. Some may want to validate the findings
of this current study, by so doing, teachers and school administrators will
have several alternative teaching approaches that will be adopted in teaching
Basic science and technology (BST). This will assist pupils to improve their
performances in science and other subjects. The findings will be disseminated
to researchers through publications in journals, internet, seminars,
conferences and workshops.
The findings of this study provided
information on the changing trend of instructional delivery. That is, the
current drive for change from teacher centred to learner-centred and
participatory approach to teaching of basic science and technology and
technology (BST). Therefore, Faculty of Education of various universities and
schools of education of colleges of education will find the work valuable, as
they will redesign their courses to be in line with the current trend. This
will enable their products/graduates to fit into the teaching profession
properly. The information on this will be disseminated to them through journal
publication and during seminar presentation.
The findings of this study provided
information on the efficacy of the model over the conventional teaching model.
It as well provided information on the appropriate time required for the model
to work. Hence curriculum planners and school administrators will get
information on the type of materials to recommend for a particular topic. They
will also adjust the time in school timetables for different topics. They will
organize for training and retraining of teachers on improvisation of teaching
aids. These are in a bid to make the model to work. The curriculum planners
will get information on this model through workshops, seminar and the
publication in education journal. The findings of this study provided information
on the capacity gap of practicing teachers in teaching Basic science and other subjects.
These teachers currently teach basic science and technology using didactic or
traditional teacher- centred approach, which is the only method known to them.
They lack the knowledge or skills on participatory teaching approach which is
the new trend in teaching basic science. Therefore, the teachers, some development
partners such as USAID, DFID, UNESCO, UNICEF, who are stakeholders in
education, even government agencies such as UBEC, UBEB, LGEA and NTI, will be
made aware of this gap after reading this work. They will utilize the
information on the gap to organize a retraining workshop for the teachers on
experiential or participatory teaching approach. This is to remedy the gap. Information on
experiential teaching approach will be disseminated to the development partners
and government agencies through publication in educational journals,
conferences, workshop. The findings of this study provided information on the
type of instructional material and other teaching aids that are needed for
effective application of experiential teaching method. Based on the
information, a training workshop or advocacy visit will be organized for
ministry of Education, State Universal Basic Education Board. During the
training they will be exposed to the nature and type of instructional materials
required in applying experiential teaching approach. This will change the
orientation of these key stakeholders towards instructional material selection
for basic science. They will focus attention on the procurement of
instructional materials that are appropriate for the experiential teaching
method. Information on experiential teaching will also be provided to these
stakeholders through journal publications and in internet. The findings of this
study provided information to parents. Parents will become aware and will
assist their wards source indigenous or local materials that will be used in
schools for the teaching of BST. The parents will be sensitized during an
orientation workshop for them. Some parents who are literate will also get
information about this teaching approach from journal publication and internet.
Scope of the Study
This
study covered all the three hundred and seventeen (317) public basic schools in
Onueke Education Zone (planning, research and statistics (PRS) SUBEB, 2009).
The study investigated the effect of experiential teaching method on pupils’
achievement in basic science and technology in Onueke Education Zone.
The
study covered the following topics in basic science and technology.
a) You and environment
b) Living and non-living things
c) You and energy
d) You and technology
The study was conducted with basic
six pupils. Basic school is chosen because it is considered foundational to other
levels in the teaching and learning of science and technology. Secondly,
emphasis was on basic six because it is a transition class and as such a lot is
taught to pupils to prepare them for the study of basic science and technology
in the junior secondary school.
Research Questions
The following
research questions guided the study:
1.
What is the effect of experiential
teaching method on the pupils’ mean achievements in basic science and
technology?
2. What is the effect of experiential
teaching method on male and female pupils’ mean achievements in basic science
and technology?
3. What is the interaction effect of
teaching methods and gender on pupils’ mean achievement in basic science and
technology?
Hypotheses
The following
null hypotheses were formulated to guide the study:
1. There is no significant difference in
the mean achievement scores of pupils taught basic science using experiential
teaching method and those taught basic science and technology using the
conventional teaching method.
2.
There is no significance
difference in the mean achievement score of male and female pupils taught basic
science using the experiential teaching method.
3. There will be no significant
interaction between teaching method and gender on pupils mean achievements in basic
science.
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