GENDER DIMENSION IN ASSIMILATION OF ENERGY CONCEPTS USING SENSORY STIMULATION AND INQUIRY STRATEGIES AMONGST JUNIOR SECONDARY STUDENTS IN NASARAWA STATE, NIGERIA
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Date
2020
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JOURNAL OF SCIENCE, TECHNOL0CY AND EDUCATION (JSTE
Abstract
The study investigated gender dimension in
assimilation of energy concepts using sensory
stimulation and inquiry teaching strategies amongst
junior secondary school students in Nasarawa State,
Nigeria. The population conmprised all the JSII
students in public co-educational junior secondary
schools in Nasarawa State. A quasi-experimental pre
test, posttest, post-posttest control group design made
up of two experimental groups and one control group
was used. Three intact JSII classes of three different
schools with total of 209 students were used. The
subjects were not randomly selected, but the 3 intact
classes were randomly assigned to the two
experimental and one control groups. The instrument
used for data collection was Energy Achievement
Test (EAT) which was earlier validated. The
reliability coefficient of EAT is 0.87analized using
Spearman Brown rank order corelation. Students in
the experimental groups were taught energy concepts
using sensory stimulation strategy and inquiry
strategy respectively, while students in the control
group were taught using the conventional teaching
method. Two research questions were formulated
with corresponding hypotheses tested at 0.0Slevel of
significance. Data collected were analyzed using
mean, standard deviation and ANCOVA statistics.
The study revealed that male students had higher
mean gains than their female counterparts when
taught with the innovative strategies, and sensory
stimulation strategy group recorded the highest mean
achievement gains for both male and female students.
Inquiry strategy group was second in mean
achievement gains both for male and female students.
In terms of retention however, the female students
recorded lower mean retention loss than their male
counterparts taught using sensory stimulation
strategy. It denotes that female students retained more
of the energy concepts than their male counterparts
when taught using sensory stimulation strategy. Use
of sensory stimulation teaching strategy is strongly
recommended to ensure gender equity in learning
science and technology based subjects and concepts,
among other recommendations.
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Keywords
INTERDISCIPLINARY RESEARCH AREAS::Gender studies, Energy concepls, Sensory Stimulation strategy, Inquiry strategy, Junior Secondary School, Students