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| Effects of Cooperative Learning Strategy (CLS) and Inquiry Teaching Strategy (Its) On Basic Science Students' Attitude in Delta State
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ODEBALA, Eseoghene, Prof. O. P. Ajaja and Associate Prof. T. E. Agboghoroma
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Abstract:
The study looked into the effects of CLS and ITS on basic science students' attitude in Delta State. The design was a 3x2 pretest, posttest control group quasi-experimental factorial design. The study's population comprised 174,570 JSII basic science students in public secondary schools in Delta State. The study's sample comprised 382 JSII basic science students. Basic Science Attitude Scale (BSAS) was employed for the collection of data. BSAS was face validated by three experts. BSAS reliability was 0.83. BSAS was administered as pre- and post-test. The scores obtained were ANCOVA. The results showed: a significant difference in mean attitude scores of students taught basic science but in favour of the inquiry teaching group among the three teaching methods; and a non-significant interaction effect between teaching method and sex on attitude. It was concluded among others that inquiry teaching is the most effective teaching method for learning basic science while cooperative learning can act as alternative. It was thus recommended that inquiry teaching should be adopted as the major instructional method for teaching basic science at the Junior Secondary level.
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