The Efficacy of Question – Answer – Relationships (QAR) on Students’ Achievement and Conceptual Change in Science

By Foluso Okebukola and Tunde Owolabi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The challenge posed by students’ misconceptions in science necessitates the search for alternative strategies, which acknowledges a constructivist approach to the process of learning science. To this end, this study proposes the adoption of Question – Answer – Relationships (a teaching strategy). It was designed to determine the effects of QAR on students’ understanding and conceptual change of selected concepts in integrated science. Through an experimental research design, a A comparison was undertaken between this method and the traditional mode of instruction (lecture method) in junior secondary integrated science. Data were analyzed using the t-test statistical tool. Findings revealed a significant difference in achievement of the experimental group compared to the control group. No statistical significant sex differences emerged. The implications for science education are discussed.

Keywords: Efficacy of QAR, Students' Achievement, Conceptual change in Science

The International Journal of Learning, Volume 14, Issue 5, pp.173-178. Article: Print (Spiral Bound). Article: Electronic (PDF File; 498.396KB).

Dr. Foluso Okebukola

Lecturer, Faculty of Education, Department of Curriculum Studies, Lagos State University, Ojo, Lagos, Nigeria

Foluso Okebukola is a lecturer in the Department of Curriculum Studies of Lagos State University, Nigeria. She obtained her Ph.D from the University of Lagos. Then practice, research and writing journals on early literacy, curriculum and puling implementation.

Dr. Tunde Owolabi

Lecturer, Department of Curriculum Studies,, Faculty of Education, Lagos State University, Ojo, Lagos, Nigeria


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