Effects of Kagan Structure Instruction on College of Education Students’ Performance in Basic Science in Ekiti State, Nigeria

Abstract

This paper examined the effects of Kagan structures and classroom teaching on college of  Education  students’ performance in Basic science in Ekiti State. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 80 Basic Science students selected from part two 2017/18 academic session through simple random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items. The data were analyzed using inferential statistics of t-test. The study found that there was a significant difference between the posttest means scores of students exposed to Kagan instruction and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest means scores of male and female students exposed to Kagan instruction and conventional strategies. Based on these findings, it was recommended among other things that the college management should organize a seminar among the lecturers of the institution on the effective use of Kagan instruction strategies in their various classes to enhance performance

Keywords: Kagan structures, Instruction, Performance, Basic Science, College of Education students

DOI: 10.7176/JEP/11-3-08

Publication date: January 31^st 2020