Cognitive Styles and Attitude to Science of Senior Secondary School Science Students of Different Cognitive Ability Levels.
ABSTRACT
The study was designed to determine the cognitive styles and attitude to science of senior secondary school science students of different cognitive ability levels. It also explored the relationship between senior secondary school science students’ attitude towards science and their level of field independency. The study also examined the attitude of and cognitive styles of male and female students of high and low ability levels.
The study adopted correlational survey research design. The population comprised all the one thousand eight hundred and seventy-five (1875) Senior Secondary School Two (SSS II) science students offering biology, chemistry and physics in all the public senior secondary schools in Education Zone C of Benue State for 2013/2014 academic session.
The population was stratified along ability levels and proportionate stratified random sampling technique was used to select one thousand three hundred and thirty (1330) science students out of which 553 were of high ability and 777 were of low ability from thirty-five (35) intact classes of public senior secondary schools in the five local government areas that was used for the study.
Three sets of instrument used for data collection were Science Students Attitude Scale (SSAS), Group Embedded Figure Test (GEFT) and Students Cognitive Ability Levels (SCAL). The GEFT was face validated while the SSAS was face and construct validated. Estimate of internal consistency was obtained through Cronbach’s alpha for SSAS and Kudder-Richardson (K-R20) method was used for GEFT. The internal consistency estimate was found to be 0.882 for SSAS and 0.779 for GEFT.
TABLE OF CONTENTS
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Table ix
Abstract x
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 11
Scope of the Study 13
Research Questions 14
Research Hypothesis 15
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework 17
Nature of science Education 17
Cognitive style of science students 21
Cognitive ability levels 25
Attitude of students towards science 26
Gender 30
Theoretical Framework 33
Piaget’s theory of cognitive development 33
Jerome Bruner social constructivism 36
Empirical Studies 39
Studies on students’ cognitive style in science 39
Studies on Students’ attitude towards science 42
Studies on gender and students’ performance in science 45
Summary of Literature Review 46
CHAPTER THREE: RESEARCH METHOD
Design of the Study 49
Area of the Study 49
Population of the Study 50
Sample and Sampling Techniques 50
Instrument for Data Collection 51
Validation of the Instrument 53
Reliability of the Instrument 53
Methods of Data Collection 54
Methods of Data Analysis 54
CHAPTER FOUR: RESULTS
Research Question One 55
Research Question Two 55
Hypotheses One 56
Research Question Three 57
Hypotheses Two 58
Research Question Four 58
Hypotheses Three 59
Research Question Five 59
Hypotheses Four 60
Research Question Six 61
Hypotheses Five 62
Research Question Seven 62
Hypotheses Six 63
Research Question Eight 63
Hypotheses Seven 64
Summary of Major Findings 65
CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY
Discussion of the findings 67
Conclusion reached from the findings of the study 78
Educational Implication of the findings 79
Recommendations 81
Limitations of the Study 82
Suggestion for Further Studies 83
Summary of the Study 84
REFERENCES 87
INTRODUCTION
Education is one of the priority sectors for every well meaning society. This is why it is an instrument ‘par excellence’ for affecting national development (Federal Republic of Nigeria, 2004). Damola (2001) noted that education has remained an instrument of change and national development. Science has the basic concepts and processes required for effecting national development and survival in a constantly changing world.
Ibe (2012), defined science as a dynamic and objective process of seeking knowledge and attempting to construct rational explanations for natural phenomena. According to Ajeyalemi (2009) science comprises the knowledge, method, attitude and technology for problem solving and the betterment of the society.
The emphasis is on scientific concepts and processes since science education stresses the teaching and learning of its process and principle, which may lead to fundamental and applied research in science as well as the application of such findings for technological development at all levels of education.
The revisionary character of scientific knowledge is fundamental in education. Ukah (2013), sees science education as a social process and medium for acquisition of relevant knowledge, skills and attitudes for scientific literacy.
The National Science Education Standard (2005) described science education as the knowledge gained through understanding of scientific concepts and processes required for personal decision making, participating in civic cultural affairs and economic productivity for survival in a changing world.
Science education involves various investigative processes and activities with regards to developing, acquiring and controlling knowledge, skills, increasing productive capacity and influencing peoples’ attitude about the natural factors of the environment.
REFERENCES
Achor, E. E. (2001). Students’ cognitive style, cognitive development and cognitive demand of secondary school physics curriculum as factors affecting achievement in physics (Unpublished Ph. Thesis), University of Nigeria Nsukka.
Achor, E. E. (2003). Cognitive correlates of physics achievement of some Nigerian senior secondary students. Journal of the Science Teachers Association of Nigeria. 38(1&2), 10-15.
Adesoji, F.A. (2008). Managing Students’ Attitude towards Science through Problem-Solving Instructional Strategy. Anthropologist. 10(1), 21-24.
Adeyemo, S A. (2010). Students’ Ability Level and Their Competence in Problem-Solving Task in Physics. International Journal of Educational Research and Technology. 1(2), 35-47.
Adodo, S. O & Gbore, L. O. (2012). Prediction of attitudes and interest of science students of different ability on the academic performance in basic science. International Journal of Psychology and Counseling. 4(6), 68-72.
Afonja, S. (2002). Mainstreaming gender into the university curriculum and administration. A paper presented in a seminar at the Centre for Gender Studies. Olabisi Onabanjo University. Ago-Iwoye Social Science Academy.
StudentsandScholarship Team.
Join Our Newsletter!
Don’t miss this opportunity
Enter Your Details
Be the first to comment