EFFECTS OF TWO TEACHING STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SCIENCE AND TECHNOLOGY EDUCATION IN KOGI STATE, NIGERIA

Abstract

This study examined the effects of two of teaching strategies on students’ academic achievement in science and technology education in Kogi State. Two research questions and two null hypotheses guided the study. The study adopted quasi-experimental design of pre-test, post–test non randomized control group. The sample consisted of 149 (SS)II science and technology education students selected through multi-stage sampling technique. The instrument used for data collection was Science and Technology Education Achievement Test (STAT) validated by three experts. The reliability coefficient obtained was 0.86 using Kudder Rechardson20 (KR-20) formula. Data collected were analyzed using mean and standard deviation for research questions and analysis of covariance (ANCOVA) at 0.05 level of significance for the hypotheses. The results revealed that students taught science and technology education with Think-Pair-Share Teaching Strategy (TPSTS) and Scaffolding Teaching Strategy (STS) achieved significantly higher than those taught with Traditional Lecture Teaching Method (TLTM).Gender and achievement level do not significantly influence the mean achievement score of students taught Science and Technology Education using TPSTS and STS. The study recommended among others that curriculum planners should integrate TPSTS and STS in the teaching and learning of Science and Technology Education in secondary schools.