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All Journal Inornatus: Biology Education Journal International Journal of Research in STEM Education
Osuafor, Abigail Mgboyibo
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Mathematics Physics Other

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Probing Experiential Learning Approach Effect on Critical Thinking Ability of Secondary School Students' in Biology Nwuba, Izunna; OSUAFOR, Abigail Mgboyibo; EGWU, Sussan Onyebuchi; OBIKEZIE, Maxwell Chukwunazo
International Journal of Research in STEM Education Vol. 6 No. 1 (2024): May Issue
Publisher : Universitas Terbuka

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Abstract

The study explored effect of Experiential Learning Approach (ELA) on secondary school students’ CTA in biology. The study is quasi-experimental, adopting the non-randomized control group design. 4755 senior secondary year 2 (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 53 SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental and control groups. Adapted Watson-Glaser Critical thinking appraisal (WGCTA) validated by experts with a reliability coefficient of 0.71 was used for data collection. Mean and SD were used in answering the research questions and ANCOVA to test the null hypotheses. Findings revealed that ELA enhanced students’ CTA in biology, irrespective of gender, more than CLM. As a result, the study concluded that ELA is a gender-inclusive strategy that improves students' CTA and then recommended that biology teachers should adopt ELA in classrooms to improve students’ CTA.
Examining of crossover instructional strategy toward biology students' academic performance in secondary schools Nwuba, Izunna Shedrack; Egwu, Sussan Onyebuchi; Awosika, Opeyemi Fadekemi; Osuafor, Abigail Mgboyibo
Inornatus: Biology Education Journal Vol. 3 No. 2 (2023): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v3i2.420

Abstract

The study investigated how the crossover instructional strategy (CIS) affected secondary school students' biology academic performance in Onitsha Education zone. The non-randomized control group design, a quasi-experimental research strategy, was used in the study. A multi-stage sampling technique was used to choose 52 Senior Secondary Year Two (SS2) students (21 boys and 31 girls) from the 5,132 biology students in the zone. A coin toss was used to assign the sampled students, who were enrolled in two intact classes, to the control (10 males and 15 girls) or experimental (11 boys and 16 girls) groups at random. The researchers created a 50-item biology achievement test (BAT), which has a reliability coefficient of 0.81. The results demonstrated that CIS increased biology students' academic success more than the Conventional Lecture Method (CLM). Biology student academic achievement was unaffected by gender either alone or in combination with the teaching strategies. The research found that CIS is a cutting-edge educational strategy that actively involves students in the learning process in both formal and informal settings, helping them retain biology concepts and ultimately improve their academic performance. In accordance with the findings, the study recommended that biology teachers implement CIS in schools to improve students' biology achievement.
Co-Authors Awosika, Opeyemi Fadekemi EGWU, Sussan Onyebuchi Nwuba, Izunna Nwuba, Izunna Shedrack Obikezie, Maxwell Chukwunazo