Active Review Strategy and Students’ Attitude to Basic Science in Oyo State
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Abstract
This study examined the effects of Active Review (ARIS) Instructional strategy on students’ attitude to Basic Science in Oyo State. The study adopted a pretest-posttest, control group, quasi experimental design. Oyo central senatorial district was purposively selected due to the observed low performance of students in Basic Science in the area. Six Junior Secondary Schools (JSS) were randomly selected from the district, while nine intact classes of JSS II student participants were randomly assigned as follows: ARIS (131), and control (131) groups. The Three instruments used were Basic Science Attitude Scale (r = 0.86), and instructional guides for ARIS (Scott’s = 0.74,) and conventional ( =0.78) strategies. Three null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance. Treatment had a significant main effect on achievement attitude (F (1, 262) = 13.30; 2= 0.07 . Students in the ARIS (=51.11) had better attitude (=53.64) than those
control (= 45.28). The two-way interaction effect of treatment and gender, were not significant. Also, the three-way interaction effect of treatment and gender was not significant. Active review strategy enhanced student’s attitude to Basic Science in Oyo State. Therefore, this strategy should be adopted in teaching Basic Science to junior secondary schools students.
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