EFFECT OF FOUR MODE APPLICATION TECHNIQUES ON ACHIEVEMENT, RETENTION AND MULTIPLE INTELLIGENCE OF STUDENTS WITH DIFFERENT LEARNING STYLES IN BIOLOGY
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
EFFECT OF
FOUR MODE APPLICATION TECHNIQUES ON ACHIEVEMENT, RETENTION AND MULTIPLE
INTELLIGENCE OF STUDENTS WITH DIFFERENT LEARNING STYLES IN BIOLOGY
Abstract
This study
investigated the effect of Four Mode Application Techniques (4MAT) on
achievement, retention and multiple intelligences of students with different
learning styles. To guide the study, nine research questions were posed and
nine hypotheses were formulated and tested at 0.05% probability level.
Quasi-experimental design was adopted for the study, specifically the
non-equivalent control group design. The study was carried out in Abakaliki
Local Government Area of Ebonyi State. A sample size of one hundred and thirty
nine (139) SSII Biology students were used for the study. This sample was drawn
using purposive sampling technique. Two groups of students were used for this
study, they are experimental and control groups. The experimental group were
taught using 4MAT and the control group was taught using the conventional
lecture method. The treatment lasted for six weeks. Three instruments were used
for data collection in this study namely: Biology Achievement Test (BAT),
Multiple Intelligence Inventory (MII) Students and Teacher Interview Schedule
(STIS). The same test (BAT) was used as pretest, posttest, and retention test.
At each stage after the pretest, the items were reshuffled. The research
questions were answered using mean and standard deviation, while Analysis of
Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of
significant. The results of the study revealed that there was a statistically
significant main effect for instructional methods on mean achievement score of
students in biology F(7, 138) = 11.500, p<.000, there was a statistically
significant main effect for instructional methods on mean retention score of
students in biology F(7, 138) = 43.160, p<.000, there was a statistically
significant main effect for instructional methods on Multiple Intelligence
(MI) score
of students in biology F(7, 138) = 39.986, p<.000. Also, there was no
significant main influence of gender on students achievement in biology F(1,
138) = .433, p>.512. There was no significant main influence of gender on
students retention in biology F(1, 138) = .831, p>.364, there was a
statistical significant main influence of gender on students multiple
intelligences in biology F(1, 138) = 4.184, p<.043, there was no statistical
significant main interaction effect of method and gender on mean achievement
score of students in biology F(7, 138) = 1.826, p>.088, there was no
statistical significant main interaction effect of methods and gender on mean
retention score of students in biology F(7, 138) = .996, p<.437, and there
was a statistical significant main interaction effect of method and gender on
MI score of students in biology F(7, 138) = 2.473, p<.021. In line with the
findings of the study, the educational implications of the findings were
highlighted and the recommendations were equally proffered among others that
science teachers, science educators and authors and textbook writers should
adopt 4MAT when teaching or writing of textbooks to enhance students’
achievement, retention and Multiple
Intelligence.
The limitations of the study and suggestions for further studies were equally
made.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Biology is a
branch of natural science that deals with the study of living organisms, their
structures, functions, evolution, distribution and interrelationships. Biology
occupies a unique position in the secondary school education curriculum because
of its importance as science of life. In Nigeria, the secondary school Biology
curriculum is designed to continue students’ investigation into natural
phenomena, deepen students’ understanding and interest in biological sciences
and to encourage students’ ability to apply scientific knowledge to everyday
life (Federal Ministry of Education, 2009). Biology is an important science
subject and stands as the bedrock to the learning of other science courses like
Medicine, Pharmacy, Nursing, Biochemistry, Genetics and Agriculture that are of
great economic importance to the nation. Besides the importance of Biology as
the science of life, it is one of the science subjects that are mostly
preferred by many students in secondary schools. For this reason, Biology has a
very high enrolment of students in the external examination (West African
Examination Council, 2011).
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you
will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank
Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment