Teaching for Understanding and Senior Secondary Students’ Learning Achievement in Solid Geometry

Wonu, Nduka; Gladys, Charles-Ogan

doi:10.9790/5728-1302014247

Cited by 3 publications

(4 citation statements)

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“…It emphasizes the ability to transfer the understanding to new context and the development of problem-solving skills (Perkins & Blythe, 1994). It has been found effective in promoting student understanding and skills, academic achievement and retention, and learning motivation and interests (Grouws & Cebulla, 2000; Wonu & Gladys, 2017).…”

Section: Research Backgroundmentioning

confidence: 99%

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Dai,

Lin,

Liu

et al. 2023

Journal of Educational Computing Research

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Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human–AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications.

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Section: Research Backgroundmentioning

confidence: 99%

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Dai,

Lin,

Liu

et al. 2023

Journal of Educational Computing Research

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“…The effect of a class of instructional models based on constructivism on the geometry achievement of students has been explored in a previous study [13]. Wonu and Charles-Ogan [34,35] also explored the relative efficacies of distinct constructivist instructional models in improving the solid geometry achievement of students separately. These studies did not explore the impact of the two selected constructivist-based instructional models in advancing the learning achievement of the students in solid geometry.…”

Section: Problem Specificationmentioning

confidence: 99%

“…A study by Peter, Abiodun, and Jonathan [26] also established that the constructivist instructional model had a significant impact on the academic achievement of students. Studies on the effects of the constructivist instructional models on learning outcomes of students in Mathematics [12,23,19,34,35] and Biology [25,28] have been done. Specifically, Wonu and Charles-Ogan [34,35] have separately explored the relative impacts of TfU and Metacognition in advancing the student solid geometry achievement separately.…”

Section: Constructivism and Sgla Of Ssc1 Senior Secondary Studentsmentioning

confidence: 99%

“…Studies on the effects of the constructivist instructional models on learning outcomes of students in Mathematics [12,23,19,34,35] and Biology [25,28] have been done. Specifically, Wonu and Charles-Ogan [34,35] have separately explored the relative impacts of TfU and Metacognition in advancing the student solid geometry achievement separately. This exploration extends the previous studies by investigating how well both constructivist-based instructional models respectively performed in advancing the learning achievement of the students in solid geometry when compared with PbL in a single study.…”

Section: Constructivism and Sgla Of Ssc1 Senior Secondary Studentsmentioning

confidence: 99%

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Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

Charles-Ogan

Wonu

2019

ARJOM

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This study investigated the applicability of a class of instructional models based on constructivism in improving the achievement of senior secondary students in solid geometry using the quasi-experimental design. Two constructivist-based instructional models used were Teaching for Understanding (TfU) and Metacognitive Instructional (MCI) models. The exploration area was the Emohua Local Government Area (LGA) of Rivers State, Nigeria. An aggregate of 86 Senior Secondary Class I (SSC1) students took an interest in the investigation. To evaluate the achievement of the students in solid geometry, the researchers structured, approved and utilised an achievement test in solid geometry which contained 50 multiple-choice questions. The reliability of the test was determined using KR-21 to get an index of 0.84. This research work was guided by two research questions and two null hypotheses separately. The mean, standard deviation, box-plots and Analysis of Covariance (ANCOVA) were used for data analysis. The findings showed that the class of instructional models based on constructivism significantly enhanced the learning of solid geometry amongst the SSC1 students. The MCI model was less effective than the TfU model in improving the learning of the students. Sex had no significant influence on the solid geometry achievement of SSC1 students irrespective of the instructional model used. The exploration suggested among others that solid geometry ought to be instructed by the educators of arithmetic using the instructional models based on constructivism.

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29th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2023”: CONFERENCE REVIEW

Lamanauskas

2023

GU/NSE

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This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

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Teaching for Understanding and Senior Secondary Students’ Learning Achievement in Solid Geometry

Abstract: This study was a quasi-experimental design aimed at exploring the effect of Teaching forUnderstanding (TfU)

Cited by 3 publications

References 5 publications

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

29th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2023”: CONFERENCE REVIEW

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