|
|
| |
| Effects of an App Enriched with Culturo-Techno-Conceptual Approach on Epistemic Curiosity of Biology Students.
Download PDF
|
Olumide James Aladeokin , Prof. Akintola Shehu Latunji ,, Dr. (Mrs.) Kafayat Ajelara ,
|
Abstract:
Curiosity is the hunger and the thirst that give birth to knowledge. Generally, studies have shown that students in secondary school are showing lack of interest in learning biology as one of the core science subjects offered in secondary schools. One of the major factors responsible for this situation is the instructional strategy used by the teachers. In the light of this, the primary purpose of this study is to investigate the effect of an app enriched with CTCA on the epistemic curiosity of biology students. The potency of the app was tried out in this study with 154 senior secondary two biology students, equivalent to (11th grade) with an average age of 14 years. The research design was a quasi-experimental pre-test, post-test non-equivalent group design. Data on epistemic curiosity was collected using a curiosity rating scale. The reliability coefficient of the instrument was determined to be 0.72. Data collected were analyzed on IBM SPSS using ANCOVA. The 68 students in the experimental group who were taught nitrogen cycle using an app enriched with CTCA had a significant boost in their epistemic curiosity {F (1,151) = 0.00; p < .05} than their control group (N = 86). Result also revealed that there is no statistically significant difference for gender and school location respectively; F (1,151) =0.0866; P>.05. In conclusion, data from this study support the potency of the app enriched with culturo-techno-contextual approach in boosting the epistemic curiosity of biology students.
|
|
|
| | |