|Published online: June 19, 2014||$US5.00|
This study was carried out to determine the effects of a learning cycle teaching strategy on students’ ability to acquire formal reasoning skills. The population of the study consisted of 1,452 secondary school, class three (SS III), senior Biology students in the Sabon Gari Local Government Area, Kaduna State, Nigeria. Two schools were randomly selected. One was randomly assigned as a control school and other as an experimental school. Eighty-six subjects were randomly selected from the population and were pre- and post-tested using the assessment tool "Group Assessment of Logical Thinking" (GALT). GALT was used to measure the reasoning ability of the subjects. The experimental group was taught genetic concepts using a learning cycle teaching strategy and the control was taught the same concept using a lecture method. The data collected was analyzed using t-test statistics at 0.05 level of significance. Two hypotheses were tested and the following findings were obtained; (a) The subjects in both the experimental and control group exhibited very low level of formal reasoning ability before treatment, (b) The learning cycle teaching strategy was very effective in enhancing cognitive gains better than the lecture method.
|Keywords:||Effects, Learning Cycle, Acquisition, Formal Reasoning|
The International Journal of Science, Mathematics and Technology Learning, Volume 21, Issue 1, December 2014, pp.1-12. Article: Print (Spiral Bound). Published online: June 19, 2014 (Article: Electronic (PDF File; 671.613KB)).
Dean and Chief Lecturer, Department of Integrated Science, School Of Science, Federal College Of Education, Zaria, Kaduna, Nigeria