American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2014, 2(9), 788-792
DOI: 10.12691/education-2-9-13
Open AccessArticle

Effects of Analogy Instructional Strategy, Cognitive Style and Gender on Senior Secondary School Students Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria

UGWUMBA AUGUSTINE OKORONKA1 and BITRUS ZIRA WADA2,

1Department of Science Education, Adamawa Sate University, Mubi, Nigeria

2Government Junior Secondrary School, Muva, Mubi North, Nigeria

Pub. Date: September 03, 2014

Cite this paper:
UGWUMBA AUGUSTINE OKORONKA and BITRUS ZIRA WADA. Effects of Analogy Instructional Strategy, Cognitive Style and Gender on Senior Secondary School Students Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria. American Journal of Educational Research. 2014; 2(9):788-792. doi: 10.12691/education-2-9-13

Abstract

The study investigated the effects of analogy instructional strategy, cognitive style and gender on senior secondary school students achievement in some physics concepts in Mubi Metropolis, Nigeria. Instructional strategy at two levels was crossed with two levels of cognitive style and two levels of gender which served as moderator variables. A 2x2x2 matrix, pre-test, post-test, control group, quasi-experimental design was employed for matching the factors. Data were collected using two validated and reliable instruments namely: the Cognitive Style Test (CST) and Physics Achievement Test (PAT). A total of 82 senior secondary school two (SS 2) students from four schools took part in the study. Data were analysed using mean, t-test, factorial analysis of variance (ANOVA) and Least Significant Difference (LSD) Post Hoc Mean Comparison Test. The results showed significant main effect of treatment on achievement and significant interaction effect on achievement when cognitive style was crossed with gender. The more effective treatment was the analogy instructional strategy. Analytical female students and non-analytical male students were homogeneous, while the analytical male and non-analytical females were not in the same homogeneous group.

Keywords:
Analogy instructional strategy Cognitive Style Gender Achievement in Physics

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Okoro, O.M, Principles and methods in vocation and technical tducation. University Trust Publishers, Nsuka, 2007.
 
[2]  FRN, National Policy of Education (5th ed). NERDC, Abuja, 2006.
 
[3]  Enemali, J.D, A study of mechanisms for improving effectiveness in managing of Technical Colleges in Northern State of Nigeria: Spectrum Journal, 1 (2), 12-28, 1994.
 
[4]  Okorie, J.U, Vocational Industrial Education. League of Researchers in Nigeria (LRN), Bauchi, 2001.
 
[5]  Adamu, G.H, Adamawa mobilizes for access to education: Weekly scope, 1-2. 6th June 2010.
 
[6]  Okoronka, U.A, Effect of model-based instructional strategies on students’ attitude towards Physics in secondary education. Adamawa State University Journal of Scientific Research. 1 (1) 89-97, 2011.
 
[7]  National Business and Technical Examination Board, Chief Examination’s Report: NABTEB Head Quarter Benin, Nigeria, 2010.
 
[8]  Glynn, S.M., Taasoobshirazi, G. and fowler, S, Analogies: Explanatory tools in web-based-science instruction Educational Technology http//www.COE.uga.edu/twa/pdf/glynn-2007-article.Pdf.
 
[9]  Novak, J.D. and Canas, A.J, The theory underlying concept maps and how to construct and use them: Technical report IHMC Camp Tools, 2008.
 
[10]  Onwuka, U, Curriculum development for Africa, Africana Fep. Publishers, Onisha, 1990.
 
[11]  Asishana, A.S, Concept Mapping Instructional Strategy and Students’ Meaningful Learning. Nigerian Journal of Professional Teachers 1 (6), 2010.
 
[12]  Abimbola, I,O. and Mustapha, M.T, The use of Analogies in communicating difficulty science concepts to secondary school students: The Nigeria Teachers Today: A \Journal of Teacher Education, (911). 2001
 
[13]  Okoronka, U.A, Comparative effect of analogy, problem solving and concept mapping model-based instructional strategies on students achievement in physics. Journal of Research in science Teaching 130 (10) 1241-1257. 2009
 
[14]  Tumba, I. and Wada, B.Z, Comparative analysis of student’s performance in electrical installation practice courses taught using demonstration and discovering methods, Journal of League of Researchers in Nigeria, 8 (1). 2007.
 
[15]  Egivu, G.N, The influence of instructional methods on students interest in learning of chemistry: Zaria Journal of studies, 1 (1), 19-24. 1997
 
[16]  Tamier, P. and Kemp, R.F, College Students Cognitive Preference in Science. Journal of Educational Research. 60 (2), 143-152. 1976.
 
[17]  Mc Robbie, C. L, Cognitive style and cognitive process. Science Education, 75 (2) 231-242. 1991.
 
[18]  Okebukola, P.A.O, Forty years of intervention of the Science Teachers’ Association of Nigeria (STAN) with Science Education and the road Ahead: 40th Conference Proceedings of STAN, 1987.
 
[19]  Luk, S.C, The relationship between cognitive style and academic achievement: British Journal of educational Technology, 29 (2), 137-147. 1998.
 
[20]  Okoronka, U.A, Model-based instructional strategies as determinants of student learning outcomes in secondary school physics in Lagos, Nigeria. An unpublished. PhD. Thesis, University of Ibadan, Ibadan, 2004.
 
[21]  Mangvwat, B, Politics of Basic Education and gender issues. Proceeding of the 21st annual congress of academy of education held at Abubakar Tafawa Balewa University Bauchi, 6th-10th November. 2006.
 
[22]  Eze, R.O and Okoro, I.F, Comparative analysis of the performances of male and female student using problem-solving and expository methods of teaching: Journal of Curriculum Studies, 17 (2). 2010.
 
[23]  Saraco, O.N, Students preference for field-independence, teacher characteristics. Educational Psychology, 11 (3-4), 323-332. 1991.
 
[24]  Whyte, M.M., Knirk, F.G., Casey, R.J and Willard, M.L, Individualistic versus paired/cooperative computer assisted instruction: Matching instructional method with cognitive style. The journal of the Technology system 19 (4) 299-312. 1991.
 
[25]  Fall, F, Cognitive style: A review of the major Theories and their application to information seeking in virtual Environment, 2003 http//www.personal.kent.Edu/pheasst/cognitive style GEM
 
[26]  Onunkwo, G.I.N and Ekeh, P.U. (2005). Student’s Cognitive styles and Achievement in integrated Science, 2005.
 
[27]  Yohanna, P. and Nuhu, H.T, Application of remote sensing and GIS in revising township local and political ward map: A case study of Mubi Metropolis. Adamawa State University Journal of Scientific Research, 1 (1), 156-163. 2011
 
[28]  Ughamadu, K.A, Interactive effect of formative testing and cognitive style on students learning outcome in senior secondary school chemistry: Unpublished Ph.D Thesis University of Ibadan, 1990.
 
[29]  Ekwere, O.J.T Meta-cognitive instructional strategies and students’ concept achievement and attitudes toward chemistry in Ibadan municipality. Unpublished PhD Thesis, University of Ibadan, 1998.
 
[30]  Ige, T.A, Concept mapping and problem solving teaching strategies as determination of learning in secondary Biology in Nigeria: Unpublished Ph.D Thesis University of Ibadan, 1998.