Autor: |
Onu, William1, Ugwu, Theresa1, Ugwu, Chidinma B. A.1, Ngwu, Anthonia N.1, Aham, Asumpta C.1, Aniaku, Obiageli L.1, Ibe, Ebere1, Onyegegbu, Nkadi1 |
Předmět: |
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Zdroj: |
Webology. 2022, Vol. 19 Issue 3, p141-160. 20p. |
Abstrakt: |
This study was designed to investigate the moderating effect of cognitive ability level on the efficacy of Dialogic and VARK instructional strategies for improving science students’ selfefficacy in Biology. Guided by three research questions and two hypotheses, the study adopted experimental research design, and involved 954 class 5 Biology students in Nigeria secondary (High) schools. A 40-item achievement test was used to determine baseline cognitive ability level of the students, and an adapted self-efficacy scale was used to collect pre-test and post-test selfefficacy data, which was analysed using SPSS v24, to determine the mean, standard deviation and p-values. Results revealed that dialogic and VARK pedagogies were significantly efficacious for improving science students’ self-efficacy, with the dialogic pedagogy being more efficacious than the VARK. The study also showed that the influence of cognitive ability on the efficacy of these two pedagogies was not significant. It is recommended that science teachers consider self-efficacy an important factor that influences learning outcomes, and so design their lessons such that would stimulate students’ confidence in their ability to grasp the concepts being taught. Adopting dialogic and/or VARK pedagogy which has proven efficacious can help science teachers build up students’ self-efficacy. [ABSTRACT FROM AUTHOR] |
Databáze: |
Library, Information Science & Technology Abstracts |
Externí odkaz: |
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