Effects of Kagan Structure Instruction on College of Education Students’ Performance in Basic Science in Ekiti State, Nigeria

Segun Mobolaji Olatunbosun ,Adekemi Sarah Adeyeye ,Tunji Henry Ogunyebi

doi:10.7176/jep/11-3-08

Abstract

This paper examined the effects of Kagan structures and classroom teaching on college of Education students’ performance in Basic science in Ekiti State. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 80 Basic Science students selected from part two 2017/18 academic session through simple random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items. The data were analyzed using inferential statistics of t-test. The study found that there was a significant difference between the posttest means scores of students exposed to Kagan instruction and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest means scores of male and female students exposed to Kagan instruction and conventional strategies. Based on these findings, it was recommended among other things that the college management should organize a seminar among the lecturers of the institution on the effective use of Kagan instruction strategies in their various classes to enhance performance Keywords: Kagan structures, Instruction, Performance, Basic Science, College of Education students DOI : 10.7176/JEP/11-3-08 Publication date: January 31 st 2020

Highlights

The Technological development of a developing country like Nigeria largely depends on the effective teaching and learning of science subjects
HO1: There is no significant difference between the pretest mean scores of students exposed to Kagan instruction and conventional strategies
The mean total score and standard error obtained from the pretest mean scores of students exposed to Kagan instructional and conventional strategies were subjected to t-test analysis at 0.05 level of significance

Summary

Introduction

The Technological development of a developing country like Nigeria largely depends on the effective teaching and learning of science subjects. The importance of Basic Science cannot be over emphasized. It is the base of all sciences and environment professions. Basics Science is so important that all students must learn and pass it at the Junior Secondary examination level before they can advance to higher Senior Secondary Education. Performance in Senior school Science is a function of performance in Basic Science in Junior Secondary Examination Various studies have been carried out on the factors that affect students’ academic performance in schools, colleges and universities. Some of the factors identified and reported to have affected the academic performance of students in these different settings are: students effort, previous or prior educational performance, self-motivation, number of hours of study per day, admission points, different entry qualification among others (Farooq, Chaudry, Shafq&Berhanu, 2011; Ali., 2013)

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Conclusion