Abstract
The present study was designed to evaluate the influenced of location on using game-based teaching method in acquisition of science process skills in junior secondary school south east Nigeria. The quasi-experimental design was used for this study. The population of this study consisted of the entire Junior Secondary School, Basic Science students one (JSS 1) of the thirty-five (35) public secondary schools in Enugu Education Zone. The sample for the study was one hundred and sixty (160) Basic Science students and four Basic Science teachers from co-education secondary schools in Enugu Education Zone of Enugu state. Stratified random sampling was employed to obtain the schools used for the study. The instruments used for the study was the Test of Science Process Skills Acquisition Test (TOSPSAT). The instruments were given to four (4) experts in science education, two (2) science educators (measurement and evaluators) and two (2) experienced integrated teachers for face and content validation. The reliability of TOSPSAT was done using Kuder-Richardson formula 20 (K-R 20). The research questions were answered using mean and standard deviation. Analysis of covariance (ANCOVA) was used for testing hypotheses at P<0.05 level of significance. The students taught using game teaching approach had higher mean science process skills acquisition scores in all the skills studied than those taught using conventional method. There was a significant difference in the mean science process skills acquisition scores of subjects exposed to games than those exposed to conventional method. Location of school had no significant effect on the mean science process skills acquisition scores of students exposed to treatment and conventional method. The interaction effect of instructional methods and location on mean science process skills acquisition scores was not significance. The findings of this implies that students, teachers and curriculum planners should adopt the use of games in teaching and learning processes. Keywords: games, science process skills, location influence DOI: 10.7176/JEP/11-18-13 Publication date: June 30th 2020
Highlights
The demerits of conventional teaching method such as being one directional flow method, non-learners’ based, and other disadvantages such as lack of process oriented learning, lack of emphasis on critical thinking, lacks interactivity have attracted the interest of many researchers innovative teaching methods that will be learners focused and involving especially teaching of science
3.1 Research question 1 What is the mean science process skills acquisition scores of students taught using games compared to those taught using conventional method? Table 1 (a&b): Mean Science Process Skills Acquisition Scores and Standard Deviation of Students Taught Using Games and Conventional Methods of Teaching
Games enhanced the acquisition of science process skills
Summary
The demerits of conventional teaching method such as being one directional flow method, non-learners’ based, and other disadvantages such as lack of process oriented learning, lack of emphasis on critical thinking, lacks interactivity have attracted the interest of many researchers innovative teaching methods that will be learners focused and involving especially teaching of science. Games as a teaching method have been widely used in teaching (Lawrence, 2006). Educational game is an activity where by students use data and skills in a competitive situation. The value of games in teaching and learning cannot be over emphasized (Finely in Umo (2001). Pollyn (2003) stressed that games motivate, develop skills, abilities and strategies. Games enhance inquiry and help in developing scientific attitudes such as carefulness and patience. The significances of games have made it an important instructional approach for the teaching and learning of science especially at junior secondary level. The students taught using game teaching approach had higher mean science process skills acquisition scores in all the skills studied than those taught using conventional method (Ejilibe et al 2020)
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