Effect of Investigative Laboratory Approach and Expository Method on Acquisition of Science Process skills by Biology Students of Different Level of Scientific Literacy
##article.abstract##
The study examined the effect of investigative laboratory approach and expository method on acquisition of science process skills by biology students of different level of scientific literacy in Nnewi North Local Government Area of Anambra state Nigeria. Quasi experimental test, pre-test, post test, non equivalent group design was used for the study. A sample of one hundred and fifty (150) senior secondary one (SSI) biology students randomly drawn from four sampled schools in Nnewi North Local Government Area was need for the study. Three research questions and two null hypotheses guided the study. Two instrument known as Test of Science Process Skills Acquisition (TOSPSA) and Scientific Literary Test (SLT) were used for data collection. Mean and standard deviation were used to answer the research questions while Analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. Results revealed that students taught using investigative laboratory approach performed better than those taught using the expository method. Also, there was no interaction between the methods and scientific literacy level of biology students on science process skills acquisition. Based on the findings some recommendations were made.
References
Anyagh, P. I. & Okwu, E. I. (2010). Effect of formula teaching approach on students’ achievement in Algebra. Journal of Research in Curriculum and Teaching 5(1) 374 – 379.
Azubuike, A.S. (2005). Inquiry and problem solving approach. Integrated science Education Series of science Teachers Association of Nigeria, 2, 20-26.
Federal Republic of Nigeria (2008). National policy on education. Lagos: NERDC Press
Harden, W. (1984). The training of primary Educators: A workshop approach Paris: UNESCO Science and Technology Document Series No. 13.
Ibe, E. (2004). Effect of guided inquiry, demonstration and conventional methods of teaching science on acquisition of science process skills among secondary school students. An
unpublished M.ed thesis. Department of science education, University of Nigeria, Nsukka.
Nnorom, N.R. & Obi, Z. (2013). Effects of practical activities on achievement in biology among secondary school students in Anambra state. ANSU Journal of Education Research, 1(1) 89-94.
Nnorom, N.R. (2015). Effect of cueing question as instructional scaffolding on students achievement in biology in Ogidi Education zone of Anambra state. American Academic & Scholarly Research Journal 7(6), 21-30.
Nwagbo, C. &Chukelu, U.C. (2011). Effects of biology practical activities on students process skill acquisition. Journal of Science Teachers Association of Nigeria 46(1) 58-70.
Nwagbo, C.R (2001). The relative efficacy of guided inquiry and expository methods on achievement in Biology of Students of different levels of Scientific Literacy. Journal of Science Teachers Association of Nigeria. 36(172) 43-51
Nwagbo, C.R (2006). Effects of two teaching methods on the achievement in and attitude to Biology students of different level of scientific Literacy. International Journal of Educational Research, (45) 216 -229
Nwagbo, C.R. (1997). Innovations in science teaching: Categorization of students into levels of scientific literacy for effective instructional purposes in .A. Olarewogu (ed). Innovations
Science, Technology and Mathematics (STM) STAN 40th Annual Conference Proceeding 106 – 109
Nwosu, A.A. (1991). Acquisition of science process skills by students of different cognitive levels: The effects of a teacher sensitization programme. Review of Education, 13, 155-166
Obiekwe, C.L. (2008). Effects of constructivist instructional approach on students achievement and interest in basic ecological concepts in Biology. Unpublished M.Ed Thesis. University of Nigeria Nsukka.
Obiekwe, C.L. (2008). Effects of constructivist instructional approach on students achievement & interest in basic ecological concepts in biology. Unpublished M.Ed Thesis Dept. of Science Education, University of Nigeria, Nsukka.
Okebukola, P.A.O (1985). Levels of process skills development among students and implication for science in Nigeria. STAN 26th Annual Conference Proceeding. 121-125. Ibadan. Heireman Publishing.
Okebukola, P.A.O. &Ogunniyi, M.B. (1984). Cooperative and individualistic laboratory interaction pattern: Effect on students achievement and acquisition of practical skills in science. Journal of Research in Science Teaching 2(9) 875 -884.
Okeke, C.M. &Nkiruka, C. (2013). Effect of Laboratory approach and expository method on acquisition of biology process skills in Onitsha Education zone of Anambra State. Unpublished B.Sc Thesis University of Nigeria, Nsukka.
Okoli, J.N. (2006). Effects of investigative laboratory approach and expository method on acquisition of science process status by biology students of different levels of scientific literacy. Journal of STAN, 41 (1&2), 79-85.
West Africa Examination Council (2011). Chief Examiner Report-on Biology. Lagos: WAEC
