TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Figures
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Basic Science
Interest in Science
Achievement in Science
Gender and Science Teaching/Learning
Learning Strategies
Theoretical Framework
Vygotsky’s Social Learning Theory
Piaget’s Cognitive Learning Theory
Empirical Studies
Studies on Effect of Learning Strategy on Interest and Achievement in Science
Studies on Influence of Gender on Interest and Achievement in Science
Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Control of extraneous variables
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Experimental Procedure
Training Program for Research Assistant
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Research Question One
Research Question Two
Research Question Three
Research Question Four
Research Question Five
Research Question Six
Hypothesis One
Hypothesis Two
Hypothesis Three
Hypothesis Four
Hypothesis Five
Hypothesis Six
Summary of Results
CHAPTER FIVE: DISCUSSION, CONLUSION, AND SUMMARY
The relative effect of collaborative and competitive learning strategies on students’ interest in basic science
The influence of gender on students’ interest in basic science under collaborative and competitive learning strategies
The interactive effect of learning strategy and gender on students’ interest in basic science
The relative effects of collaborative and competitive learning strategies on students’ achievement in basic science.
The influence of gender on students’ achievement in basic science under collaborative and competitive learning strategy
The interactive effect of learning strategy and gender on students’ achievement in Basic Science
Conclusion reached from the findings
Educational Implications of the findings
Recommendations
Limitations of the Study
Suggestions for Further Research
Summary of the Study
REFERENCES
APPENDICES
ABSTRACT
The various ways of approaching learning are generally termed learning strategies. Students adopt different types of learning strategies during the process of learning in other to attain the objectives of learning. Learning strategy has a considerable effect when explaining science achievement; this study investigated the effects of collaborative and competitive learning strategies on students’ interest and achievement in Basic Science. It was guided by six research questions and six hypotheses. The study adopted quasi-experimental design; it was specifically a non-equivalent control group design. The population of the study comprised all upper basic II students in all the government junior secondary schools in Takum and Wukari Local Government Areas of Taraba state. The sample comprised of students from eight intact classes from four schools in the study area. Out of these schools, two schools were exposed to collaborative learning strategy while the remaining two were exposed to competitive learning strategy. Two instruments were used for data collection namely Students’ Interest in Basic Science (SIIBS) and Basic Science Achievement Test
(BSAT) which were developed by the researcher. The validity and reliability of these instruments were established. For the validity of SIIBS, construct validity was established using factor analysis while the validity of BSAT was established using face and content validity. The reliability of the instruments was established using Cronbach Alpha for SIIBS and Kudder Richardson formula 20(K-R20) for BSAT. Mean and standard deviation were used to provide answers for the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study among others revealed that collaborative learning strategy enhanced students’ interest and achievement in Basic Science as well as reduced the gender gap that existed between male and female students in Basic Science interest and achievement. Finally, the result of the study also showed that the interaction effect of learning strategy and gender was statistically insignificant for students’ interest and achievement in Basic Science. Based on these findings, the researcher among others recommended that Basic Science students should be encouraged to develop and adopt the use of collaborative learning strategy in learning basic science. Also government should endeavor to organize regular workshops to train Basic Science teachers on the development and use of collaborative learning strategy. This research will enable teachers to acquire innovative pedagogical capability with respect to handling issues concerning students’ interest and achievement in Basic Science .
CHAPTER ONE
INTRODUCTION
Background of the Study
Science Education in Nigeria dates back to the pre-independent days. It is the training given to individuals in order to enable them appreciates their environment and how to become useful to themselves and the society at large. According to Anegbe and Adeoye (2006) the Nigerian child is introduced to science right from the primary school. The essence is to enable the learner to develop interest in science, learn science, ‘do’ science and contribute effectively to the scientific and technological development of the nation. The foundation of science is presented to the learner at the basic level of education.
The name Basic level of education was introduced into the Nigerian educational system under the Universal Basic Education (UBE) program. UBE is a reformed program in Nigeria’s basic education delivery system, (from primary one to junior secondary 3) designed to reinforce the implementation of the National Policy on Education (NPE) in order to provide greater access and ensure quality learning throughout the federation as it is free and compulsory (Adomeh, Arhedo & Omoike, 2007). The structure of the UBE program is made up of three levels in the following sequence; lower basic education (primary 1-3), middle basic education (primary 4-6) and upper basic education (junior secondary school (JSS) 1-3).
Following the declaration by the Federal Government of Nigeria for the introduction of 9-year free and compulsory basic education structure which cover the primary and junior secondary school, strategies have been put in place by the Nigerian Education Research and Development Council (NERDC) to re-structure and re-align the school curricula for the 9-year basic education.....
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