Enhancing the Comprehension of Basic Science Through Visual – Analogy

Abstract

The study investigated the effects of visual-analogy and teacher expository instructional strategies on pupil’s learning outcomes in Basic Science in Ondo State. It also examined the effect of visual-analogy and teacher expository instructional strategies on pupil’s attitude towards Basic Science in the study area; and investigated the effect of visual-analogy and teacher expository instructional strategies on pupil’s retention of Basic Science concept in the study area. These were with a view to determining a better way of improving the performance, attitude and retention ability of pupil’s in Basic Science.The study adopted non-equivalent pre-test, posttest control group quasi-experimental research design. The study population comprised primary school pupils in Ondo State and the study sample comprised of 40 public primary III pupils in two intact classes from two schools in Ondo West Local Government area of Ondo State .One Local Government was selected from one of the 3 senatorial districts using random sampling technique based on availability of laboratory and library facilities. The sample was selected using multi-stage sampling technique. One experimental group and one control group were adopted for the study. The experimental group was taught using the visual-analogy strategy while the control group was taught using conventional method. Two instruments were used to elicit information from the respondents. Science Achievement Test (SAT) and Basic Science and Questionnaire on Pupils Attitude towards Basic Science (QPABS). The SAT was a 25-item test which tested the knowledge acquired by the pupils in basic science while the QPABS was a 25-item questionnaire which centered on pupils attitude towards basic science (QPABS). Three research hypotheses were formulated and tested. Data were analyzed using t-test analysis statistical tool.The results of the study showed that visual-analogy instructional strategy is more effective in improving pupil’s academic performance in Basic Science compared to teacher expository instructional strategy (t= 3.576, p < 0.05). The results also showed that pupils’ exposed to visual-analogy instructional strategy exhibited better attitude towards Basic Science than their counterparts exposed to teacher expository instructional strategy (t= 3.123, p<0.05) .The results further showed that visual analogy instructional strategy is more effective in enhancing retention ability of pupils’ in Basic Science compare to teacher expository instructional strategy (t= 3.312, p<0.05).The study concluded that the visual-analogy instructional strategy positively improved the academic performance, attitude and retention abilities of pupils in Basic Science. Basic Science teachers should therefore use visual-analogy instructional strategy to teach Basic Science in primary schools.

Keywords: Comprehension Visual-Analogy, Basic Science, Teacher Expository method of teaching