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| Domestic Linguistics and Gender on Pupils Achievement in Basic Science and Technology in Basic Schools
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Bebenimibo, Job. (PhD) and Kuyenum, Chukumah (PhD)
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Abstract:
The outcomes of this research has reaffirmed that domestic linguistics is an effective instructional medium for teaching and learning Basic Science and Technology (BST) in the first three years of basic education irrespective of the pupils gender and age in Delta State. The theoretical framework on which the study was anchored on was Vygotsky's Social Development Theory and Piaget's Cognitive Development Theory. The study employed a pre-test post-test quasi-experimental design. Two (2) research questions and two null hypotheses were tested at 0.05 level of significance. A sample size of two hundred and thirty-eight (238) Basic I - III BST pupils in public primary schools in Delta State participated in the intervention. They were taught BST concepts using Domestic linguistics in the intervention groups. The instruments used were Basic Science and Technology Achievement Test (BSTAT). The tool was validated by Basic Science and Technology, and Domestic linguistics experts, with reliability indices of 0.78. The data received were analyzed using 2-Way Analysis of Variance (2-way ANOVA). The outcomes exposed that domestic linguistics has a positive confirmatory effect on students' achievement in BST irrespective of their sex and age. The study specified that utilizing Domestic linguistics in teaching BST in Basic I-III is appropriate; due to the positive effect on achievement and the unbiased opportunity it offers to BST pupils with respect to gender and age.
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