Assessment of science teachers’ implementation of deep conceptual learning in senior secondary schools in Ilorin, Nigeria
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Date
2021
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Journal ISSN
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Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi
Abstract
The importance of producing lifelong learners who will be able to
translate theory into practice cannot be underestimated in the teaching
and learning process. Research has informed the need to produce
deep conceptual learners as contrary to surface learners due to the
numerous advantages attached to it. This study, therefore,
investigated the assessment of teachers’ implementation of deep
conceptual learning in science classrooms in Ilorin, and five research
questions were raised and answered in this study. The study was
exploratory and adopted descriptive research of the survey type. A
sample of 200 science teachers who were selected through the
purposive sampling technique was involved in the study. The
instrument used for data collection was a questionnaire entitled
Questionnaire on Teachers’ Implementation of Deep Conceptual
Learning in Science Classrooms (QTIDCLC). The questionnaire was
adapted from the work of Rillero (2016). The validity of the instrument
was determined through the split-half method and a reliability value of
0.86 was obtained at a .05 level of significance. Findings from the
study revealed that the majority of the teachers reported that they
implement deep conceptual learning methods in their classrooms.
Participants indicated that methods such as applications of concept to
everyday life, teacher-led discussions and classroom lectures are
commonly used in their classrooms. It was also revealed from the
findings of this study that highly experienced teachers and qualified
teachers utilize deep conceptual learning instructional methods than
their counterparts who are low experienced and less qualified. The
study, therefore, concluded that science teachers implement deep
conceptual learning in their classrooms and teachers' qualifications
and experience influenced their implementation of DCL instructional
methods. Hence, it was recommended relevant stakeholders such as
policymakers and curriculum planners should put measures in place
to ensure that less qualified and less experienced teachers are
supported to implement DCL methods probably through means of
professional development.
Description
Keywords
Deep conceptual learning, meaningful learning and science classrooms
Citation
Imam, B. T. (2021): Assessment of science teachers’ implementation of deep conceptual learning in senior secondary schools in Ilorin, Nigeria. ATBU Journal of Science, Technology and Education. 9(4); 358-362