A
number of studies have been reviewed for this study. Rachael Mabie and Matt Baker
(1996) carried out an experimental study using experiential teaching approach
with two urban inner city Los Angeles Schools in United States of America
(USA). One of the schools was in East Los Angeles
and the other was in South Central Los Angeles. Five fifth grades, sixth grade
or fifth/sixth combination classes participated in the study.
These groups were randomly assigned
to the following treatments:
(a) A ten-week garden project consisting of a
fifth/sixth combination class and a sixth grade class (56 students).
(b) A ten-week series of three short in-class
projects (including bread baking chick rearing and seed germination for two of
the fifth grade classes (57 students) and
(c)
One control group, a fifth/six
combination classroom that received no treatment (13 students).
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The treatments (gardening projects
and short- in – class projects) were developed for integration into a 10- week
instructional unit in science. The teacher of the control group did not include
the specific food and their competencies in the curricular. Gardening
instruction was structured as 15-20 minute session of lecture, discussion and
demonstration in the classroom, followed by group gardening activities. Lessons
were one hour each week for the ten-week period. Three days (one day per week)
were each spent one each of the short, in-class project (bread baking, chick
rearing and seed germination). Emphasis was placed on observing each project as
it progressed, recording observations, making predictions and discussing
outcomes.
The data collection involved
researcher observation of students’ written responses to series of questions on
pre-test and post-test instrument developed by the researchers and reviewed for
validity by a panel of experts. The instrument was designed to find out how much
children knew about where food comes from, their level of awareness of careers
in agriculture and environmental significance of agriculture. The instrument
was pilot-tested with fifth graders at another inter-city Los Angeles School.
The K-R20 reliability co-efficient was 0.74. The data were analyzed
using the SPSS+PC Statistical package.
The result disclosed that the
learners participating in the study knew very little about food fibre system
before completing a ten-week series of the experimental activities. The
learners’ knowledge increased through participation in the activities. For
example, 69% of the control group participants 45% of garden group participants
and 42% of short project participants, said that agriculture was interesting on
the pre-test. On the post-test, the percentage of yes respondent in the control
group declined to 54% and increased to 83% in the garden group and 85% in short
project group. The students showed little understanding of the food and fibre
system in their state. On pre-test, 42% of control group students 25% of garden
group students and 36% of short project students knew that California was their nation’s leading farm
state. On the post-test 50% of control respondent, 78% of garden respondents
and 78% of short project respondents were aware of their state’s status in
agriculture. The students’ knowledge increased through participation in the
activities. Many more were able to identify related careers. The students went
from knowing very little to becoming quite knowledgeable. Based on this
research, the researcher therefore recommended that extension professionals
should assist teachers in introducing experiential activities into their curriculum.
Secondly they opined that it is critical to ensure that today’s youth grow up
with basic understanding of food and fibre system. People should be capable of
making educated decision on issues in the voting booth as well as in their
personal lives, starting in kindergarten and continuing through higher
education. Finally, they stated that none use of experiential learning method
makes subject matter seem to loose the qualities that make it exciting.
This
study is considered relevant to the present study mainly because it shows how
much knowledge learners can gain by being involved in practical activities that
bring discovery of knowledge. It also shows that science will be best taught
through experiential teaching methods, as is advocated by the researchers. The
above study is also considered relevant to this present study because just like
the participants were able to identify careers in agricultural science because
they were taught with this method, experiential teaching method will enable
learners become aware of careers that exist in sciences if the teachers adopt
experiential teaching method for the teaching of science in the schools.
In
another related study, Richardson
(1994) conducted a study to determine best learning preferences by specifically
targeted Extension audiences in eleven (II) North Carolina counties in United State
of America (USA).
Agents from each of the II counties
selected an applicable program for their county and developed educational
program objectives and a list of clientele targeted to receive the specific
information. The program ranged broadly from those focusing on water quality, community
leadership development, to feeder cattle conditioning programs. Seven people
who participated in the program in each of the II counties were randomly
selected from county list; and were subsequently interviewed by the extension
agents in those respective counties.
To determine the single most
preferred way of learning by targeted clientele, they were given the choice of
hearing, seeing, touching/feeling, doing, tasting, smelling and discussion.
Among these options, the respondents indicated an overwhelming preference for
“doing”
Learning method %
Preference
Doing 70%
Seeing 18.2
Discussing 6.5
Hearing 3.9
Touching-feeling 1.3
Tasting 0
Smelling 0
In another question, clientele were
asked if there are any combinations of learning methods that help them learn
better. In their responses, the preferences were strongly focused on combination
of methods that allow them to gain interactive sensory experience when
learning. These findings indicated that 74% preferred some combination that
allows them to “do” what they were being taught. Preferences for combinations
that include being able to “see” what is being taught were indicated by 64.9%
of clientele. Also 35.1% preferred a combination of delivery method that allows
them ‘discuss” the information they are receiving.
When clientele were asked why they
preferred a combination of learning modes, their responses indicated that the
learning process was positively enhanced. Their responses to why they preferred
the combination include the following;
(a) “Combinations make learning easier and
faster”
(b) “Helps for better and longer retention”
(c) “By using all senses, can gain more
knowledge”
(d) “Helps to discuss, then do”
(e) “If I can see it done, I learn it”.
To confirm the consistency of the
responses to the test items, Richardson
administered the same instrument to a group of new workers during their
orientation training. In their responses to the single most preferred mode of
learning, agents even indicated stronger preference for “doing” or performing
80.7% seeing 16.6%, Discussing 3.2% Hearing 0%, Touching/feeling 0% tasting 0%.
On combination of modes of learning that were most preferred, the new group
(agents) was similar to the earlier responses. However there was an even
greater preference for discussion to be included in the combinations.
Seeing/Doing/Discussing had 37%. Hearing/ Smelling/ Tasting/Discussing has 22%,
seeing/Doing had 18.6% Hearing /Seeing/ Feeling/ Smelling/Tasting/Discussing/Doing
had 7.4%. Hearing/seeing/doing had 7.4%, doing/discussing/3.7,
doing/seeing/discussing/touching/feelings had 3.7%. From the above, all the new
agents preferred combinations that include “Doing”. When the two studies are
compared, it is obvious that there is a parallel between those two different
groups of people. They agreed that learning experience should include
opportunities to “do” “see” and “discuss” the information presented. The
results from the above studies led the researcher to recommend that extension
education programs should include foremost, experiential or “doing”
opportunities. The learning process is further enhanced by providing
opportunities for learners to see and discuss the information.
The above study by Richardson is considered to be relevant to
the present study on the effect of experiential learning on pupils’ achievement
in basic science. This is because the study showed how relevant or helpful the
experiential learning can be to any form of learning, be it that the learning
is done either in the formal school system or in the informal system. The study
further revealed that the method enhances retention, logical presentation and
presents learners opportunities to practice what they have learned in new
situation (transfer of learning). Since the study of science involves testing,
asking questions, comparing observation etc. which culminate in “doing” and
seeing”, it therefore means that pupils’ achievement in science will increase
if the subject matter is taught with a teaching method that has the same
process.
Grisoni (2002) conducted a research
on the use of experiential method in instructional delivery. The objective of
the study was to check his projected assumptions about the use of experiential
learning in Bristol Business School London, United Kingdom. In a bid to conduct
the study, he made comparisons of his personal Espoused theory about
experiential learning with the organization’s (Bristol Business
School) theory in use.
Semi-structure discussions were used to gather data from staff and students of
the institution.
The gathered data were later content
analyzed and were grouped together. More so, his major sources of basic data
were,
1. Personal Espoused theory and theories
in use
2. Organizational Espoused theory and
theories in use.
In comparing his personal Espoused
theory and theories-in-use, he discovered that there are contradictions between
the two sets of theories, which indicate tension between conscious and
unconscious processes. While espoused theories are the conscious expression of
value theories-in-use are his personal unconscious enactment of them.
The data gathered from the
semi-structured discussion was content analyzed and the findings were grouped
together under the following
· Different understanding of the term
experiential learning
· Roles and relationships between staff
and student
· Experiential learning is non-academic
· Experiential learning as an
inefficient and costly method of learning
· Experiential learning is seen as a
resource intensive learning strategy.
From the foregone observations, the
researcher concluded that experiential learning was being used in different
ways by wider range of staff of the school than anticipated. There was an
appreciation that experiential teaching could provide more effective learning
for students but was countered by argument about resources constraints and
fears about staff competence. In the light of the above, the researcher
recommended that there is need that a broader application of the approach as a
pedagogy requires considerable staff support in redefining the roles of
teachers as facilitators of learning.
The above study is considered relevant
to the present study; firstly, the findings show that fear by teachers to adopt
new teaching method/approach which will help to improve pupils academic
achievement is the same both in developing and developed countries. It further
showed that resource inadequacy, which hampers implementation of innovative
educational programs, is not limited to developing countries. Moreover, the
teaching method explored by the study is the same as the one currently being
studied.
Finally, it was further discovered
from the study that if the teachers overcome their perceived fears and adopt the
method, experiential teaching approach is the most effective and will be
preferred to other teaching methods.
Ajiboye
and Ajitoni (2008) conducted a study on
the effects of full and quasi-participatory (experiential) learning strategies
on Nigerian Senior Secondary Students’ environmental knowledge implications’
for classroom practice. The study determined the effects of two models of
participatory (experiential) teaching models; the full and quasi participation
on secondary school students’ achievement in selected environmental issues and
concepts. Secondly, the study also examined effect of group size and academic
ability on subjects’ knowledge of the environmental concepts.
Three
hundred and sixty senior secondary two (SSII) students from nine (9) secondary
schools in Ire Podun Local Government Area of Kwara State constituted the
subjects of this study. The selection of the nine (9) schools was based on
stratified random sampling. The study adopted a pretest, pos-test, control
group, quasi-experimental design, using a 3x2x2 factorial matrix. Randomly
selected intact SSII class was involved in the experiment. Six of the nine
schools were randomly assigned as experimental group and three as control
group. Out of the six treatment schools, three were assigned to full learning
participatory learning strategy (FLPS) and three to quasi- participatory
learning strategy (QPLS). Also three used small groups (4 students) and three
used large groups (8 students).
Four
instruments were used in the study. General Aptitude Test (GAT), Participatory
Learning Guide (PLG), Environmental Education Model (EEM); and Knowledge of
Environmental Concept Test (KECT).
The GAT which is a 50-item multiple choice
test was designed by the researchers, has a reliability index of 0.86 using K-R
21 formula. The GAT scores were used to classify subjects into three academic
ability groups of high, average, and low. Also KECT is a 30-item multiple
choice test designed by the researcher based on the environmental concepts
taught the pupils. It has a reliability index of 0.92 using the K-R21. The
Participatory Learning Guide (PLG) and the Environmental Education Model (EEM)
were the experimental materials or stimulus instruments for the study. The
Teacher Instructional Guide (TIG) was the guide for the co-operating teachers
in the full and quasi-participatory learning groups. The conventional lecture
method (CLM) group was allowed to work in the conventional mode.
The full participatory and quasi
participatory learning strategy guides were a 3-hour and 20 minutes session of
five periods each, split into three separate sessions, of eight minutes for
each of the first and second sessions and forty minutes for the third and last
session. Students were assigned to a four-member group for small group and
eight-member group for large group.
The participating teachers in the
study were those who had at least a university degree preferably B.Ed. in any
field, since environmental education cuts across many disciplines. Also the
teachers were those with a minimum of five years post-qualification experience.
All the subjects for the study were pre-tested using the instrument. Teaching
in both the experimental and control group were carried out for three period
(sessions) of 200 minutes (80+80+40 minutes) per week for six weeks. The data
collected were analyzed using Analysis of co-variance (ANCOVA) to test the
hypothesis and differences among groups, using pre-test scores as covariates.
The result of analysis of the data
shows that there is a significant main effect of treatment on variation in
students’ knowledge of environmental concepts. The data also reveals
significant main effect of group size and academic ability. Specifically, the
quasi-participatory group obtained a mean of 54.56, the full participatory had
a mean of 52.40 while the conventional had a mean of 51.75. To determine the
source of the observed significance, a post-hoc analysis was carried out using
the Scheffe, multiple ranges. The outcome of the analysis shows that
quasi-participatory learning strategy differed significantly from the full
participatory learning group and the conventional lecture method-group.
However, the difference in the mean
scores of experimental group I and the control group is not significant. This shows
that the quasi-participatory learning strategy (QPLS) is best suited to enhance
the academic achievement of senior secondary schools students’ knowledge in
environmental education. It was also observed that the differences between the
mean scores of subjects on the small and large groups were significant for the
experimental group and control groups.
This study is considered relevant to
the present study mainly because the teaching strategy explored by the study is
the same with the teaching subject the present study is set to explore its
effect in the teaching of basic science.
Secondly, the study explored small
group of four members, which is also part of the design of the present study.
Furthermore, the subject area used by the study is taught in basic schools as basic
science which is the subject area this study is based. The above study is also
considered relevant to this study because, the challenges of large class and
poor teacher preparations in the study area are similar to those in the area
where this present study was conducted.
In another related study, UNICEF, UNESCO and
the Federal Ministry of Education (FME) (1997) conducted an assessment of
learning achievement of basic four pupils in Nigeria on some basic subject area,
of which basic science was one. The study was designed to identify competencies
within specific knowledge domains such as basic science which a child who has
been exposed to four years of basic schooling should have acquired within the
dictates of curricular demands. Twenty-two thousand, two hundred and fifty two
pupils (22,252) made up of twelve thousand seven hundred and seventy-seven
(12,777) males and nine thousand, three hundred and one (9,301) females pupils
while one hundred and seventy four (174) unidentified pupils (those who did not
indicate their sex) were sampled across the country for the study. The
instrument for collection of data consists of forty-five multiple objective
test items constructed by the team of researchers that were involved in the
study. The reliability co-efficient of the instrument was 0.81 using the K-R21
reliability co-efficient. The data collected were analyzed. The result
indicated that the national mean score of pupils in basic science was 32.77
with the standard deviation (SD) of 18.19. The scores were further broken down.
It was further discovered that females had a national mean score of 32.96 with
SD of 18.29, while males had a mean score of 32.73 and SD of 18.10. The above
score made the researchers to draw the conclusion that the performance of Nigerian
basic school pupils who have completed four years of basic education indicates
that the level of attainment in basic science is very low. They also noted that
girls performed slightly higher than boys, as against the generally held belief
that science is more suitable for males than females.
The
above study is considered relevant to this present study because it showed the
low level of attainment in basic science in Nigerian basic schools by pupils,
which therefore necessitated the need for an urgent search for solution. This
present study is part of the response for the search for solution to arrest the
ugly situation. Furthermore the study focused on basic science, which is also
the focus of the present study. Finally
the study area of the above research cuts across the whole country including
the area where this present research is centred.
Turesky
and Wood (2010) carried out a study to determine how Kolb’s conceptual
framework can aid reflection on teaching, based on the experiential teaching
model designed from Kolb’s experiential teaching model.
In a bid to conduct the study, the
following questions were posed and served as guides for the study.
1. How might Kolb’s theory of experiential
learning be used as an interpretive framework for analyzing students’ work in
terms of their leadership development?
2. How might the analysis of students’
work inform and improve teaching?
3. What strategies might be created to
promote students’ growth as leaders by encouraging them to build on dominant
learning modes while also strengthening less developed ones?
Two students’
papers which focused on their own leadership experiences were selected as
samples for the study. In order to generate data for the analysis, the
researchers structured the assignment around Kolb’s modes of experiential
learning, feeling, watching, thinking, and doing. They closely analysed the two
sampled female student’s papers. Because the papers involved writing narrative
accounts of experience in the work place, the researchers wanted to track how
students cast themselves as protagonists, facing something they do not totally
understand, that intrigues them, that made them realize that they lack certain
leadership skills. In order words, they provided the students the opportunity
to use Kolb’s framework as they reflected back on their lived experience in
leadership. They also wanted the students to analyze and reinterpret that
experience through the Kolb’s four modes in order to learn how they were
learning and operating as leaders and to imagine ways they might learn and
operate more successfully in the future.
In generating information from the
work, the researchers analyzed the work by reading and re-reading them, using
the constant-comparative research. Together they formed a community of
interpretation, checking and re-checking their understandings as they emerged.
They thoroughly considered every aspect of the students papers by identifying
in the narrative involvements, the abstract, orientation and complicating
actions to (coda) These helped them determine which Kolb mode(s) each student
used to explain her predicament and her work to resolve it. The evaluation
segment helped identify whether or not the student drew from alternative modes
in analyzing the experience, imaging alternative responses and gaining insight
for future work.
The findings from their study,
generated potential strategies to nurture students growth as leaders. Secondly,
the study made them became increasingly adept at analyzing students’ stories from
this perspective. Specifically, the study revealed that Kolb’s theory of
experiential learning as an interpretive frame work for analyzing students’
work in terms of their leadership potential made the researchers become more
deliberate as teachers, about analyzing students’ strength and weaknesses. This
made the researchers develop assignments that were tailored to their students
individuals leadership development needs. The study also made the researchers
to know that as teachers, utilizing Kolb’s theory of experiential learning as
interpretive framework for analyzing students’ work in terms of their
leadership potential will make them know their own strength and weaknesses as
experiential learners. Hence it makes teachers know who their students are as
learners and then extrapolate from that as teachers what they can do to improve
their teaching.
This study by Turesky and wood
(2010) on how Kolb’s conceptual framework can aid reflection on teaching is
considered relevant to this study; firstly, the topic of the study which was
determing how Kolb’s conceptual frame work can aid teaching is all about the
use of experiential teaching approach, which is also the focus of the present
study. Secondly, the study revealed that the experiential teaching approach can
be used to teach other subjects, outside the
teaching of basic science and technology which is the focus of the present study. Therefore, if it
is adopted as teaching approach in schools, it can be used to teach art related subjects.
Furthermore
the findings in the study showed that experiential teaching approach helps the
teachers to evaluate both the learners and teachers themselves. Teachers can
use it as an effective instrument for self evaluation. It therefore shows that
the method can lead to enhanced professional development of teachers.
Akiubobola (2009) carried out
experimental work on enhancing students’ attitudes towards Nigeria senior
Secondary school physics using the co-operative (experiential), competitive and
individualistic learning strategies. The study determined if there is a
difference in the attitude of physics students who have been taught with
comparative, competitive and individualistic learning strategies. The study
also determined if there would be a difference in the attitude of male and female students taught with
co-operative (experiential) competitive and individualistic learning
strategies. Two hypotheses guided the study.
In a bid to carry out the study, the
researcher adopted a quasi-experimental design. All senior secondary School
two(SS II) physics students in all the 13 co-educational schools in Ife South Local
Government area of Osun State
Nigeria formed
the population of the study. The size of the population was 680 senior
secondary two (SS II) physics students. A random sampling technique, through
the use of balloting was carried out to select three co-educational secondary
schools. One intact class from the participating schools was randomly reflected
and the three infact classes were randomly assigned to treatment groups. Students
Attitude Towards Physics Questionnaire (SATPQ) was the instrument used for data
collection. This instrument used to measure the attitude of physics students
towards the learning strategies was developed by the researcher. Content
validity of the items was assessed at the time they were developed by an
educational psychologist and two physics experts. The SATPQ comprised 25 items
on four (4) rating scale responses. The responses, strongly Agree (SA) disagree
(D) Agree (A) and strongly Disagree (SD) were respectively assigned value point
4,3,2,1 for positive statements and in reverse order for negative statements.
The instrument was trial-tested to
establish the reliability of the instrument in the school not used for the main
study. Cronbach Alpha was used to obtain the reliability co-efficient of the
instrument. The instrument had an internal consistency of 0.86.
Research assistants who were regular
teachers in the schools were used to teach the topics. This research Assistants
were given special training on how to teach the concept using various learning
strategies. The use of the research Assistants also helped to control teacher
quality variable. Students in the co-operative (experiential) learning group were
taught in small heterogeneous groups of level. different ability. Each group
was made up of 3 students. Students in the competitive group were also divided
into groups. Questions in the form of quizzes were asked of each group in order
to determine the winning group. The best group was given a prize at the end of
each lesson. Students in the individualistic learning group completed their activities
individually. The concept was taught to the groups for four weeks. The SATPQ
was administered at the end of the
treatment. Analysis of co-variance was used in testing the hypothesis
formulated at P<0.05 alpha level.
The result of the analysis of
hypothesis one indicated that a significant difference exists in the attitude
of students taught physics with co-operative (experiential), competitive, and
individualistic learning strategies. Students showed more positive attitude
towards competitive than individualistic strategy. Also student showed more
attitude towards co-operative (experiential) than competitive learning
strategy.
The result of the second hypothesis
indicated no significant difference in the attitude of male and female students
taught with co-operative, competitive and individualistic learning strategies.
The above results therefore made the researcher to conclude that using
co-operative learning strategy will enable the students to understand, enjoy
and create more positive attitude towards physics, so that teaching it will
become more rewarding to teachers. Also, co-operative learning strategy does
not discriminate against gender.
This study is considered relevant to
this present study which is on the effect of experiential teaching approach on
pupils’ achievement on basic science and technology for so many reasons. These
reasons include the fact that the
teaching method used which is co-operative is an activity-based and is also an
aspect of experiential teaching approach, which is the focus of this present
study. Small groups were used for the study, the same small groups were used in
the present study.
Secondly, the study focused on
physics which is an aspect of Basic Science and Technology. In fact physics is
studied as basic science at the basic level of education.
Furthermore, it has been reported
that students poor attitude and performance in physics at the senior secondary
level is due to the poor foundation laid at the basic level. This poor
foundation gives rise to students developing poor attitudes towards all
subjects related to basic science and technology at higher levels of their
educational pursuit. It therefore means that if co-operative learning strategy
which is an aspect of experiential teaching strategy improved attitudes of students in the study of physics,
experiential teaching approach will also improve pupil’s attitude in the study
of basic science and technology which will culminate in improved performance by
pupils.
In
another related study, Yuan Ling and Hong Kwen Boo (2007) conducted a study on
the effectiveness of concept mapping (A participatory and
activity-based-teaching method) as a revision tool in enhancing pupils’ learning
and understanding of primary science concepts. This research study was
conducted in Singapore.
The research study was a quasis
experimental study. The research design of the study was evaluative. This
facilitated gathering of empirical data and also helped the researchers in
making valid statement about the effect of concept mapping on pupils’ understanding
and learning of science. Classes gifted and mainstream pupils were selected and
assigned two groups. A the pupils were subjected to two groups. All the pupils were subjected to
take a pretest to the topic. Pupils in the experimental group were continuously
exposed to concept mapping as a learning and revision tool in concurrence to
the topics taught. Secondly, pupils constructed a concept map in groups of four
for the concept lists provided by the teacher. Pupils from the control group
outlined the summary in points form for the same topics taught. Thirdly, pupils
from both groups took the post test of the topic and their results were
analyzed in a quantitative analysis. The above procedure was repeated for each
of the topics covered in the first term for both the gifted and mainstream
pupils. Pupils’ results in the first continual assessment and mid year exam
were also compared in an attempt to check on the validity of concept mapping in
enhancing the retention of concepts over four months. A total of one hundred
and eight(108) pupils selected from all boys school cum gifted education centre
receiving the top 1% of boys from the primary three gifted steaming test in Singapore were
randomly selected for the study. All the pupils were from primary four. The
experimental group, which was a randomly selected gifted and main stream pupils
(N=16, N= 40 respectively) were expected to create a concept map at the end of
each of the topic taught. The control class of the gifted and main stream
Pupils (N=15, N=57 respectively) outlined a summary of the same topics on heat
and at plants parts in team 2. Main stream pupils covered the topic of matter
in team 1 and the topic of water in team 2.
To ensure the test validity and
comparability of the pre and the post tests for each topic, a table of
specification was drawn up to facilitate the crafting of questions to involve
the same concept and process skills for the topic tested for both the pre and
post tests. Multiple choice questions amounting to five marks were selected to
remain in line with the learning objectives of each topic for the pretest.
Selected questions were crafted to test pupils’ application and linking of
concepts. A parralled set of questions was selected for the post test. A panel
experts comprising of National Institute of Education professors validated the
test items, they prepared a model answers and the marking scheme before
finalization of both pre and post tests. 30 minutes were allocated for the pre
and post tests respectively. The pupils were expected to finish both the
multiple choice tests and open- ended questions for each topic.
The data collected were checked and
analysed with pair sample t-test. The null hypothesis were tested using the
analysis at 95% confidence level. The results from the analyzed data showed
that there was a significant difference between the two groups. The significant
difference was in favour of the experimental group. This made the researchers
drew the conclusion that the use of concept mapping as a revision tool enhances
concept learning in primary science.
This
study is considered relevant to the present study on the effect of experiential
teaching approach on pupils’ achievement in basic science and technology
because the subject which the study was focused was the same with the subject
focused on in the present study which is primary science. Secondly the finding
of the study showed that the use of traditional method of science instructional
delivery which has led to pupils poor achievement, in basic science and
technology which in turn necessitated for a search for an alternative teaching
approach is the same in Singapore
just as it is in Nigeria.
Furthermore, the teaching approach used in the study was an activity based
participatory approach experiential teaching
approach, is also activity-based participatory teaching approach. Again, the
participants in the study were primary school pupils. The same primary school
pupils are the subjects (participants) in this present study. The study
involved arranging children in groups (small groups of four pupils), this
present study also arranged the learners in similar small groups, with each
group comprising of 3-5 pupils. Therefore if concept mapping teaching approach
had enhanced retention and achievement in primary science in Singapore,
experiential teaching approach will as well do the same to pupils in Nigerian basic
schools.
In another
related study by Omotayo and Olaleye (2008) on affective science teaching
method to enhance qualitative science education in Nigeria, carried out in Ado-Ekiti, Nigeria.
The researchers sought to investigate the performances of students in cognitive
and affective scientific aptitude test, at the upper Basic Education in Nigeria.
Integrated science which is now studied as basic science and technology was the
subject selected for the study.
Four hundred students were sampled from
twenty junior secondary schools in the state. Two hundred of the sampled
students were males while the remaining two hundred were females. Moreover,
twenty students were sampled from each of the randomly selected schools. Three
research questions and there null hypotheses were formulated to guide the
study.
Furthermore, the researchers’ choice
of research design was a quantitative survey research. They visited the schools
themselves and administered the questionnaires and collected the data from the
responses on the questionnaires.
The instrument used for data
collection was tagged Cognitive And Affective Domain Aptitude Test (CADAT). The
instrument was adapted from a standardized test by National Science Teachers
Association Maryland U.S.A, but revalidated. The instrument contains 20 items,
10 items tested the cognitive aptitude while the other 10 tested the affective
aptitude in integrated science education acquired at the upper Basic Education
Level (JSS).
The data collected was subjected to
computer analysis using SPSS 12 statistical package. Two variables isolated for
analysis were cognitive scientific aptitude test scores and affective
scientific aptitude test scores of respondents. The histogram graph of the data
plotted for normal distribution showed that the variables were skewed. After
transforming the data to Log10, the same skewness was still observed. Further
comparison was done on the difference between the two sets of data, using
t-test paired sample and independent sample. The results of the study showed
that:
- there is a significant difference
between cognitive and affective achievement of students in science at junior
secondary schools in Nigeria.
- There is no significant difference in
science between male and female in cognitive achievement.
- There is no significant difference
between male and females in affective achievement.
From the above
findings therefore, the researchers concluded that;
- Employing affective science teaching
models would enhance more permanent commitment to science learning by students
- Engage students with more pragmatic
activity based practical approaches to
science instructions without altering the concepts.
- Treat both male and female students
as equal sources of intellect by engaging them in same task of science based
practical activities in and out of the class room.
- Accept and use large volumes of
recommendation made available in literature on affective orientation.
The above study is considered
relevant to this work which is the effect of experiential teaching approach on
pupils’ achievement in basic science for the following reasons, firstly, the
subject area in the study was science. This present study on the effect of
experiential teaching approach on basic science and technology is also focused
on science. Secondly, the study was necessitated by the poor performances of
students in the junior secondary schools in Nigeria which was due to teachers
usage of traditional teaching approach. The present study on the effect of
experiential teaching approach on science and technology was also necessitated
by the same problems. The two studies were attempts made towards finding
solution to them.
Furthermore,
experiential teaching approach is concerned with the cognitive, affective and psychomotor
domains of learners. Therefore affective science teaching is a component of experiential
teaching method. It means that if affective science teaching method is effective
in teaching of science in Nigerian schools, experiential teaching will be more
effective since it takes care of the remaining two domains instead of only the
affective learning domain. Finally, if
strong foundation is laid at the Junior level of the basic Education system,
performance at the higher level will improve.
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Summary of Reviewed related Literature
In
this chapter an attempt has been made to review literature or works that are
related to this study. This was carried out under conceptual, theoretical, and
empirical reviews.
Under
conceptual framework: the concepts reviewed include; experiential learning,
principles of analogy or assimilation, principle of mental set, retention of
learning, transfer of learning, life skill and gender sensitivity and the
experiential learning models.
In theoretical framework, theories
reviewed include; John Dewey’s theory of experience, Piagetian theory of
cognitive development and the theory of transfer of learning. Furthermore,
related empirical studies were also reviewed.
In all, a search through these
several literature or works related to this study which is the effect of
experiential teaching approach on pupils’ achievement in basic science and
technology supports the adoption of experiential teaching approach in teaching
because the method involves a conscious desire by educators (teachers) to
create learning opportunities by engaging pupils in doing that results to
construction (idea formation) and reconstruction (dropping initial views) of
meaning/knowledge. This is opposed to conventional/traditional teaching
approach where learners are passive and are expected to commit to their mind
knowledge that have been packaged in its final form.
Those reviewed literature showed
that experiential teaching approach is unique in the sense that it imparts to
learners knowledge and skills that are lifelong and essential in adapting to
and survival in life. The processes employed by the method are inquiry and
discovery. These are also the methods employed in effective study of science
through science process. Hence, the two (experiential teaching method and
science) have direct relationship or correspondence. Effective study of science
cannot be carried out through rote learning method currently in use in schools.
Specifically, the empirical studies
reviewed showed the need for the adoption of experiential teaching approach not
only in the study of science but in other subjects taught in Nigerian schools.
This is due to the benefits that learners will derive from the use. One of such
benefits is that learning is made real and is relevant to the needs of
learners. It will also impact adaptive skills to learners.
However,
the empirical related works reviewed further showed that even though the method
is age long, there is dearth or scarcity of studies carried out in this field
in Nigerian basic schools and technology. As it was clearly shown that the
method could work effectively in areas like environmental education and
agricultural science, it will also work in basic science. In fact, no known
study on the method has been carried out in Ebonyi State
of Nigeria.
As a result of this, the present study is designed to fill this gap and
generate interest in further research in this area using this method.