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All Journal Indonesian Journal of Education, Social Sciences and Research (IJESSR) Management Research and Behavior Journal
OKAH, Destiny
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Effects of Predict-Observe-Explain Instructional Model on Students Cognitive Styles and Academic Achievement in Biology OKAH, Destiny; Agboghoroma, T. E.
Management Research and Behavior Journal Vol. 4 No. 2 (2024)
Publisher : Department of Management, Universitas Malikussaleh, Aceh Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/mrbj.v4i2.15540

Abstract

This study was designed to determine the Effects of Predict-Observe-Explain instructional model on students cognitive styles and academic achievement in biology. Two research questions guided this study. A quasi-experimental pre-test, post-test control group design was used for this study. The sample for the study was two hundred and eighty (280) biology students. Data for this study was collected using a Two-tier diagnostic multiple choice biology achievement test and Cognitive style scale. Their validity and their reliability indices were established using Kuder-richardson formula 21 and Cronbach alpha respectively. The findings of this study showcased that there was significant difference in achievement score between the experimental and control group in favor of the experimental group and secondly there was no significant difference in the academic achievement of field-dependent and field-independent cognitive style students taught biology using POE model. The study concluded that the POE model enhanced students of both cognitive styles academic achievement in biology. This study recommends that biology teachers should make use of the POE model and that POE instructional model should be incorporated into the educational system by curriculum planners due to its effectiveness in bridging the gap between students of varying cognitive styles.
EFFECTS OF PREDICT-OBSERVE-EXPLAIN INSTRUCTIONAL MODEL ON STUDENT’S COGNITIVE STYLES AND ACADEMIC ACHIEVEMENT IN BIOLOGY Okah, Destiny
Indonesian Journal of Education, Social Sciences and Research (IJESSR) Vol 5, No 1 (2024)
Publisher : Indonesian Journal of Education, Social Sciences and Research (IJESSR)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijessr.v5i1.17694

Abstract

This study was designed to determine the Effects of Predict-Observe-Explain instructional model on student’s cognitive styles and academic achievement in biology. Two research questions guided this study. A quasi-experimental pre-test, post-test control group design was used for this study. The sample for the study was two hundred and eighty (280) biology students. Data for this study was collected using a Two-tier diagnostic multiple choice biology achievement test and Cognitive style scale. Their validity and their reliability indices were established using Kuder-richardson formula 21 and Cronbach alpha respectively. The findings of this study showcased that there was significant difference in achievement score between the experimental and control group in favor of the experimental group and secondly there was no significant difference in the academic achievement of  field-dependent and field-independent cognitive style students taught biology using POE model. The study concluded that the POE model enhanced students of both cognitive styles’ academic achievement in biology. This study recommends that biology teachers should make use of the POE model and that POE instructional model should be incorporated into the educational system by curriculum planners due to its effectiveness in bridging the gap between students of varying cognitive styles.
Co-Authors Agboghoroma, T. E.