The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two‐thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo‐spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013
Poor performance of students in chemistry shows that they are having difficulties in learning, mastering the content, and applying what they have learned in examinations. The purpose of this study was to find out the difference in (a) retention of information by students taught nuclear chemistry using the culturo-techno-contextual approach (CTCA) and lecture; (b) retention of information by male and female students taught nuclear chemistry using CTCA, and (c) the interaction effects of gender and method on retention of information by students taught nuclear chemistry using CTCA and lecture. Learning theories of Vygotsky’s constructivism theory, Ausubel’s theory of meaningful learning, and CTCA’s philosophical framework were adopted. This study used explanatory sequential mixed methods; quasi-experimental research design was adopted. A total of 91 senior secondary II students (SS2) (equivalent of grade 11 in the American system) participated. Split-half was used to test the reliability of the nuclear chemistry achievement test (NCAT), and a Spearman–Brown of unequal length coefficient value of 0.80 was obtained. A statistically significant difference was found in the retention of information by students taught nuclear chemistry using CTCA and lecture [F(1,88) = 263.06; p = 0.00] which was in favor of the CTCA group (experimental). A statistically significant difference was not found for gender [F(1,46) = 0.39; p = 0.53]. The statistical interaction effect of method and gender was not significant [F(1,86) = 0.25; p = 0.62]. We recommended that the use of CTCA should be adopted by chemistry teachers in secondary schools to enhance learning.
Student’s learning in physics takes many forms. Equations, diagrams, graphs and words all can be used to describe physical phenomena. Constructing descriptions of physical situations with these representations and focusing on their correct usage led to this study which investigated physics students’ knowledge of multiple representations and problem-solving abilities using multiple representations learning strategy and problem-solving learning strategy as an intervention. The pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was used. A total of 294 Senior Secondary School-two (SSII) Physics students selected from six purposively sampled co-educational schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI). The reliability coefficient of the TKMRA-PE, MRAI, and PSAI were 0.83, 0.75 and 0.70 respectively. Data gathered were subjected to statistical techniques of Analysis of Covariance (ANCOVA) at 0.05 level of significant. Findings from the results showed significant effect of multiple representations learning strategies on problem-solving abilities; F (2, 291) = 4.440; p< 0.05, Ƞ2 =0.030. The descriptive statistics revealed the magnitude of problem-solving abilities across the groups. Students exposed to multiple representations learning strategy had the highest problem-solving abilities (x= 3.83), than their counterparts in problem-solving learning strategy( x = 29.4), and those conventional strategy group had the least problem-solving abilities(x =22.3). The finding showed that irrespective of gender and ability level, multiple representations and problem-solving strategies facilitate learning and should be recommended for teaching and learning of physics in senior secondary schools in Nigeria.
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