Effects of Ethnoscience Instruction, School Location, and Parental Educational Status on Learners' Attitude towards Science

Autor/in	Fasasi, Rasheed Adekunle
Titel	Effects of Ethnoscience Instruction, School Location, and Parental Educational Status on Learners' Attitude towards Science
Quelle	In: International Journal of Science Education, 39 (2017) 5, S.548-564 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1296599
Schlagwörter	Science Instruction; Effect Size; Statistical Analysis; Parent Background; Educational Background; Lecture Method; Foreign Countries; Junior High School Students; Teaching Methods; Teaching Guides; Control Groups; Quasiexperimental Design; School Location; Pretests Posttests; Student Attitudes; Attitude Measures; Rural Urban Differences; Rural Schools; Urban Schools; Science Achievement; Culturally Relevant Education; Indigenous Populations; Indigenous Knowledge; Experimental Groups; Instructional Materials; Outcomes of Education; Nigeria + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Elternhaus; Vorbildung; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerhandbuch; Schulgelände; Schülerverhalten; Stadt-Land-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Sinti und Roma; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernleistung; Schulerfolg
Abstract	This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9-12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p < 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (?[superscript 2] [subscript p] = 0.46). Also recorded were significant main effects of school location (F(1, 347) = 10.2, p < 0.05) and parental educational status (F(1, 347 = 3.37), p < 0.05) on students' attitude to science with weak effect sizes (?[superscript 2] [subscript p] = 0.029 and ?[superscript 2] [subscript p] = 0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01