Literaturnachweis - Detailanzeige
| Autor/inn/en | Jegede, Olugbemiro J.; und weitere |
|---|---|
| Titel | The Effect of a Metacognitive Strategy on Students' Anxiety and Achievement in Biology. |
| Quelle | (1989), (18 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Anxiety; Biology; Foreign Countries; Metacognition; Science Instruction; Science Tests; Scientific Concepts; Secondary Education; Secondary School Science; Sex Differences; Nigeria |
| Abstract | Results of recent studies into the use of concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. This study sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 senior secondary one (grade 10) students participated in this experiment. Two instruments--the Zuckerman Affective Adjective Checklist and a Biology Achievement Test--were used in pre- and posttest administrations to measure the treatment effect on anxiety and achievment, respectively. Findings support the stand that concept mapping is significantly more effective than traditional/expository strategy in enhancing learning in biology. It has, in addition, positively affected students' anxiety towards the learning of biology. A tendency for concept mapping to significantly reduce anxiety towards biology more in males than in females was noticed. There are 29 references. (Author/YP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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