Effects of Convergent Learning and Divergent Learning Strategies on Students Academic Performance in Biology in Ilorin, Nigeria
No Thumbnail Available
Date
2017-12
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Publishing and Web Development, University of Education, Winneba, Ghana
Abstract
The study examined the effects of convergent learning and divergent learning strategies on students’ academic performance in Biology in Ilorin, Nigeria. Three senior secondary schools in Ilorin metropolis were randomly chosen and intact science class of senior secondary schools two in each of the chosen schools was selected for the study. Students’ in the first and second schools were taught and assessed using convergent learning and divergent learning strategies respectively. In addition, students’ in the third school were taught and assessed using conventional teaching method. The researchers’ designed Biology Performance Test 1 (BPT 1) and Biology Performance Test 2 (BPT 2) with Cronbach’s Alpha reliability coefficient of 0.85 (Pre-test) and 0.88 (Post-test) were used to obtain data for the study. The data collected were analysed using Analysis of Covariance (ANCOVA). Findings revealed that there is significant effect of convergent and divergent learning strategies on secondary school student’s performance in biology. In addition, there is no significant effect of convergent and divergent learning strategies on secondary school students’ performance in biology based on gender and there is no significant interactive effect of gender and learning strategies on secondary school students’ performance in biology. It was recommended that Biology teachers should make use of both the convergent and divergent learning strategies during their lessons and Biology students should be encouraged to serve as a tutor to teach their colleagues’, which is one of basis for divergent learning strategy.
Description
Keywords
Biology, Convergent Learning, Divergent Learning, Students Performance