EFFECT OF SELF-REGULATED LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN BIOLOGYIN MAKURDI, BENUE STATE
Main Article Content
Abstract
Effect of self-regulated learning strategy on secondary school students’ acquisition of science process skills in Biology in Makurdi, Benue State was studied using pre-test post-test non-randomised control group quasi-experimental design. Two research questions and two hypotheses guided the study. The population comprised of 1,996 senior secondary II students in Government grants aided schools in Makurdi. A sample of 65 students was drawn by multiple stage sampling procedure and was used for the study. Science Process Skills Test (SPST) was used for data collection. The SPST was trial tested and the data collected was computed using Pearson product moment correlation (PPMC) and yielded the reliability coefficients of 0.81. The data collected was analysed using mean and standard deviation to answer research questions and analysis of covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The finding showed that there was a significant difference in the mean science process skills of students taught Biology using self-regulated learning strategy and those taught using demonstration teaching method (p= 0.000<0.05). The finding also showed that there was no significant mean difference in the science process skills of male and female students taught Biology using self-regulated learning strategy (p= 0.084 > 0.05). The result revealed that the mean gain difference of students taught Biology was 6.48 in favour of those taught using self-regulated learning strategy and there was a mean gain difference of 1.64 in favour of male students taught Biology using self-regulated learning strategy. It was recommended that SRLS should be used in teaching and learning Biology to ensure better learning outcomes of students’ science process skills in senior secondary schools.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
References
Adejoh, M. J., & Ekele, G. E. (2020). Contemporary issues in science, technology and agricultural education. Makurdi: MicroTeacher and Associates.
Adamu, A. A., Umar, M. A., & Danjuma, I. M. (2020). Effects of demonstration teaching method lecture methods on students’ achievement in agricultural science. Journal of Education and Practice, 11(6), 45–51. https://doi.org/10.7176/JEP
Aina, J. K. (2018). Importance of science education to national development and problems militating against its development. American Journal of Education Research, 1(7), 225–229.
Ali, O. O. (2021). Effect of self-regulated learning strategy through chat-generative-pretrained-transformer on secondary school students’ achievement. Projectile Motion Concepts Journal Pijar.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.
Bello, M. A. (2021). Issues and trends in science education for sustainable economic development in Nigeria. Proceedings of the 3rd International Conference of Villanova Polytechnic, Imesi-Ile, June 2–4, 63.
Boekaerts, M. (2021). Self-regulation and science process skills: Building a framework for effective learning in STEM. Journal of Educational Psychology, 113(4), 567–582.
Choirunnisa, N. L., Prabowo, P., & Suryanti, S. (2018). Improving science process skills for primary school students through 5E instructional model-based learning. Journal of Physics: Conference Series, 947(1).
Dogan, I. (2016). The effect of inquiry-based learning approach on student resistance in a science and technology course. Universal Journal of Educational Research, 5(7), 1073–1080.
Effiong, E., & Okon, E. (2021). Gender comparison of science process skills in Biology using self-regulated learning. Nigerian Journal of Biology Teaching, 9(2), 22–31.
Ejelue, V. I. (2017). Relationship between secondary school students' self-regulated learning skills and academic achievement scores in Biology in Onitsha Education Zone. Unpublished M.Ed Thesis, Nnamdi Azikiwe University, Awka.
Emaikwu, S. O. (2013). Fundamentals of research methods and statistics. Makurdi, Nigeria: Selfers Academic Press Ltd. https://jurnalfkip.unram.ac.id/index.php/JPM
Iloabuchi, C., & Okoye, M. (2022). Gender effect on science process skills using self-regulated learning in Biology. Anambra Educational Research Journal, 4(1), 49–60.
Isa, S. G., Mammam, M. A., Badar, Y., & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria. International Journal of Development Research, 10(07), 37382–37385.
Juanda, A., Wahyudin, D., & Ansori, Y. Z. (2024). Strategies to improve teachers' pedagogical skills in science learning. Asian Journal of Engineering, Social and Health, 3(4), 724–738.
Kirimi, D. O., Wanja, M., Barchok, H., & Nelson, P. (2017). Effectiveness of integrating science process skills in teaching mathematics on students’ achievement in secondary schools in Tharaka-Nithi County, Kenya. International Journal of Academic Research in Progressive Education and Development, 6(4), 163–173.
Lederman, N. G., & Lederman, J. S. (2019). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. International Journal of Science and Mathematics Education, 17(S1), 5–23.
Mustopa, N. M., Mustofa, R. F., & Diella, D. (2020). The relationship between self-regulated learning and learning motivation with metacognitive skills in Biology subject. Journal of Biological Education Indonesia, 6(3), 355–360.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783
Okebukola, P. A. (2015). Science, Technology and Mathematics Education for Sustainable Development [Keynote Address]. Golden Jubilee Anniversary Conference, Science Teachers Association of Nigeria (STAN), Sokoto, August 23, 2007.
Orji, E. I., & Ike, N. P. (2020). Physics students’ acquisition of science process skills for entrepreneurship: Harvesting from cradle. International Journal of Studies in Education, 16(1).
Ozoji, B. E., Iliya, G. B., Garba, S. A., & Isuwa, S. D. (2022). Achieving gender equity in Nigerian Basic Science and technology classrooms with metacognitive skills package. Kashere Journal of Education, 3(1), 159–158.
Okey, S. A., & Madu, B. C. (2020). Effect of demonstration teaching method on students’ interest and achievement in physics. Journal of Science and Technology Education Research, 11(4), 101–110.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.
Panadero, E. (2021). A review of self-regulated learning: Enhancing academic outcomes through metacognitive strategies. International Journal of Educational Research, 103, 101–112.
Parajuli, M., & Thapa, A. (2017). Gender differences in the academic performance of students. Journal of Development and Social Engineering, 3(1), 39–47.
Shidiq, A. S., Yamtinah, S., Masykuri, M., & Ashadi. (2017). Gender differences in students' attitudes toward science: An analysis of students' science process skill using testlet instrument. AIP Conference Proceedings, 1868, 030003.
Schunk, D. H., & DiBenedetto, M. K. (2020). Self-regulated learning and academic achievement: The importance of goal setting. Educational Psychologist, 55(4), 221–234.
Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Orr, R. B. (2020). Campbell Biology (12th ed.). Pearson Education.