Testing the Potency of Ethnoscience Instruction on Biology Students' Critical Thinking Ability
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| Title: | Testing the Potency of Ethnoscience Instruction on Biology Students' Critical Thinking Ability |
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| Language: | English |
| Authors: | Umar A. Adam (ORCID |
| Source: | Journal of Educational Research. 2024 117(4):218-227. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 11 High Schools Secondary Education |
| Descriptors: | Biology, Science Instruction, Teaching Methods, Ethnic Groups, Comparative Analysis, Gender Differences, Critical Thinking, Culturally Relevant Education, Scientific Concepts, Botany, Grade 11, Secondary School Students, Skill Development, Instructional Effectiveness, Foreign Countries |
| Geographic Terms: | Nigeria |
| DOI: | 10.1080/00220671.2024.2373464 |
| ISSN: | 0022-0671 1940-0675 |
| Abstract: | The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p < 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431864 |
| Database: | ERIC |
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| Abstract: | The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p < 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology. |
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| ISSN: | 0022-0671 1940-0675 |
| DOI: | 10.1080/00220671.2024.2373464 |
