EFFECT OF SOCRATIC QUESTIONING TECHNIQUE ON ACADEMIC PERFORMANCE OF UPPER BASIC SCIENCE STUDENTS OF DIFFERENT COGNITIVE STYLES
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
This study titled Effect of Socratic Questioning Technique on Academic Performance of Upper Basic Science students of Different Cognitive Styles in Environmental Hazard Concept in Zaria Education Zone, Kaduna State, Nigeria. The Design of the study was Quasi-Experimental design. The population comprised all the 18,508JSS2 Basic Science Students from 37 public secondary schools in Zaria Education Zone. Sample of 297 students from four randomly selected coeducational schools were used for the study. The Experimental Group was taught the concept of Environmental Hazard using Socratic Questioning Technique while the Control Group was taught the same concept using Lecture Method. A validated Instrument called Basic Science Performance Test (BSPT) and Alternative Uses Test (AUT)with a reliability coefficient of 0.79 and 0.81 was used for the data collection. Five research questions and five null hypotheses were formulated to guide the study. ANOVA, ANCOVA, and Independent t-test statistics were used to test the null hypotheses at P <0.05 level of significance. Findings among others revealed that there is statistical significance difference between the Experimental and Control group in favor of the experimental group, the findings also revealed that there is statistically significant difference between the convergent and divergent students in the experimental group. The researcher thus concluded that Socratic Questioning Technique was found to be helpful in changing students‟ performance. It was therefore recommended among others that Junior Secondary school Basic Science Teachers should endeavor to use the Socratic Questioning Technique while teaching to improve students‟ Performance in Upper Basic Science.
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