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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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2024.2373464 |
