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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.
Authors: Adam, Umar A., Onowugbeda, Franklin U., Islami, Nur, Ogolo, Kehinde G.
Source: Journal of Educational Research. 2024, Vol. 117 Issue 4, p218-227. 10p.
Subjects: Ethnoscience, Biology students, Critical thinking, Gender, School children
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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 &lt; 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. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Educational Research is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2024.2373464
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        Type: general
      – SubjectFull: Biology students
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      – SubjectFull: Critical thinking
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            NameFull: Onowugbeda, Franklin U.
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            NameFull: Islami, Nur
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              Text: 2024
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