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EFFECTS OF PRE-THEORETIC INTUITION QUIZ AND PUZZLE-BASED CRITICAL THINKING MOTIVATION STRATEGIES ON STUDENTS’ LEARNING OUTCOMES IN SELECTED ENVIRONMENT-RELATED CONCEPTS IN BIOLOGY. BY OGUNDIWIN , OLUYEMI AKINLEYE MATRIC NO: 54489 B.SC (Agronomy); PGDE; M.Ed (Ibadan) A THESIS TO THE DEPARTMENT OF TEACHER EDUCATION SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY (PH. D) IN SCIENCE EDUCATION OF THE UNIVERSITY OF IBADAN UNIVERSITY OF IBADAN LIBRARY 2013 i ABSTRACT The traditional instructional strategy employed by most biology teachers in teaching environment-related concepts have resulted in low learning outcomes. Two strategies have been proved in literature to have exposed students to a higher thinking order needed to recognise assumptions, evaluate controversies, and scrutinise inferences in alleviating the problem of low students‘ learning outcomes in biology, but they have not been utilised in the teaching of environmental concept in biology. This study, therefore, examined the effects of Pre-Theoretic Intuition Quiz (PTI) and Puzzle-Based Learning (PBL) on students learning outcomes in selected environment-related concepts in biology. The pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Four hundred and fifty one SS2 students from nine purposively selected senior secondary schools in three local government areas of Oyo State were used for the study. The schools were randomly assigned to experimental (PTI and PBL) and control (MCS) groups and the treatment lasted 14 weeks. Eight instruments were used: Instructional Guides for teachers; Students‘ Environmental Achievement Test (r=0.80), Students‘ Environmental Attitude Scale (r=0.81), Students‘ Environmental Practices Scale (r=0.82), Cognitive Style Test (r=0.81) and Assessment Sheet for evaluating research assistants. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Scheffe post hoc test. Treatment had a significant main effect on students‘ achievement score (F(2,438) = 209.62; p<0.05). Pre-Theoretic intuition quiz enhanced achievement scores ( x =14.30) than PBL ( =12.61) and MCS ( =8.23). Treatment had significant main effect on students‘ environmental attitude (F(2,438) = 287.32; p<0.05). Pre-Theoretic intuition quiz enhanced attitude scores ( =64.34) than PBL ( =57.81) and MCS ( =48.97).Treatment also had significant main effect on students‘ environmental practices (F(2,438) = 363.48; p<0.05). Pre-Theoretic intuition quiz enhanced practices scores ( =65.34) than PBL ( =59.18) and MCS ( =48.33).There was a significant interaction effect of cognitive style and sex on students‘ environmental attitude scores (F (1,438) = 6.61; p<0.05).The interaction effect of cognitive style and sex on students‘ environmental practices was significant (F(1,438) = 6.03; p<0.05).Female analytical students had the highest mean score ( =58.75) while the male analytical students ( =56.51) had the least. The interaction effect of treatment, cognitive style and sex on students attitude scores was significant (F(2,438) = 3.22; p<0.05).The mean score of analytical female students ( =65.03) in Pre-Theoretic intuition quiz was better than analytical male students ( =64.31); the mean score of non- analytical female students ( =57.15) in PBL was better than non-analytical male students ( =55.22), while the mean score of non-analytical female students ( =48.90) in MCS was better than analytical male students ( =48.07). Pre-theoretic intuition quiz and Puzzle-based learning strategies improved students‘ achievement,UNIVERSITY attitudes and practices OF in env IBADANironment-related concepts LIBRARY in biology. Biology teachers and curriculum developers should adopt these two critical thinking motivation strategies for the improvement of students‘ learning outcomes in environment-related concepts in biology. Key words: Pre-theoretic intuition quiz, Puzzle-based learning, Cognitive style, Environment-related concepts in biology Word count: 472 ii CERTIFICATION I certify that this work was carried out by OGUNDIWIN, Oluyemi Akinleye Matric. No 54489 in the Department of Teacher Education, Faculty of Education, University of Ibadan, Ibadan. ………………………………… Supervisor Professor Alice M. Olagunju Ph.D (Science Education) M.Ed (Ib) Department of Teacher Education Faculty of Education University Of Ibadan, Nigeria UNIVERSITY OF IBADAN LIBRARY iii DEDICATION This work is gladly dedicated to Jesus, the Author of my soul, The Almighty God. UNIVERSITY OF IBADAN LIBRARY iv ACKNOWLEDGEMENT I acknowledge with the highest regard and total humility, the favour of the Almighty God and His infinite love, protection, provision, grace and mercies over my life throughout the programme. Glory be to His Name. I am greatly indebted to my supervisor, Prof. (Mrs.) Alice M. Olagunju, for her professional guide and motherly love, for she did not only serve as supervisor, but she stood as my professional mentor. She, despite her tight schedules diligently guided, directed and supervised this thesis and made it a reality and a success. Ma, I am very grateful to you for helping me to learn the spirit of thoroughness and forbearance. Thank you ma. I very much appreciate the contribution of my External Internal examiner, Professor A.A. Onilude for taking pains to read through this work. God bless you Sir. I very much appreciate the contributions of the Head of Department, Prof. F. A. Adesoji to the success of this work. My sincere gratitude to Prof. Akinsola and other lecturers in the department of Teacher Education for their combined effort which made this programme a success. My very special thanks goes to my wife for her support, love, patience and understanding throughout the duration of the programme and always. God will bless and reward you richly in Jesus name. I specially acknowledge the contribution of my colleagues at work Mr. Oni, Mrs Abolaji, Mr Tijani and others who held fort and stood by me while I was away. God bless you all. My thanks goes to Pastor Akinyemi, Dr and Mrs J.O. Adeleke, Dr John Oyundoyin and Dr Femi Adegbesan, for their love and contributions. God bless you all. To my course mates, Mr. Ajadi, Mr. Adegoke, Mr. Babayemi, Mr. Ogundare, sister Tayo and others for their encouragement. God will bless you. I must not forget the contribution of My School Principal, Mrs.T.K. Olaniyan, you are a destiny helper, the LordUNIVERSITY will reward you richly. To OFmy brothers, IBADAN sisters, in-laws LIBRARYand other relatives, I say thank you for your love and support. To Mr. Lawal and, Mr Akinyemi, I appreciate your support and love for me. To God be the glory. OGUNDIWIN .O.A v Table of Contents Page Cover Page i Abstract ii Certification iii Dedication iv Acknowledgement v Table of Content vi List of Tables x List of Figures xii List of Appendices xiii List of Abbreviations xiv CHAPTER ONE: INTRODUCTION 1.1 Background to the Study 1 1.2 Statement of the Problem 20 1.3 Hypotheses 21 1.4 Scope of the Study 22 1.5 Significance of the Study 22 1.6 Operational Definition of terms 25 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction 27 2.1 Theoretical Framework 29 2.1.1 Constructivism 29 2.1.1.1 Cognitive Constructivism in relation to 31 The Pre-Theoretic Intuition Quiz and UNIVERSITY Puzzle-Based learning. OF IBADAN LIBRARY 2.1.1.2 Piaget's Theory of Cognitive Development 33 2.1.2 Skills Related to Critical Thinking 35 2.1.3 The Principles Governing Pre-Theoretic 36 vi Intuition Quiz Strategy 2.1.4 Lang & Evans [2006] Model of Pre theoretic 38 Intuition Quiz Instruction. 2.1.5. Conceptual Model of Puzzle-Based learning instruction. 39 2.2 Conceptual Framework 46 2.2.1 Environmental Issues: Past and Present 46 2.2.1.1 Environmental Challenges and Efforts to combat them 51 2.2.2 Active Learning and Strategies in each category 58 2.2.3 Pre-Theoretic Intuitions Quiz Strategy 73 2.2.4 Puzzle-Based learning Strategy 76 2.2.5 Conventional Strategy 77 2.2.6 Environmental Achievement 78 2.2.7 Environmental Attitude 78 2.2.8 Environmental Practices 80 2.3 Empirical Studies 80 2.3.1 Instructional Strategies and Learning Outcomes 80 in Environmental Education. 2.3.2 The Pre-Theoretic Intuitions Quiz and Students‘ 82 Learning Outcomes. 2.3.3 The Puzzle-Based learning and Students‘ 83 Learning Outcomes 2.3.4 Modified Conventional Strategy and Students‘ Learning Outcomes 86 2.3.5 Cognitive Styles and Students‘ Learning Outcomes. 86 2.3.6 Gender and Students‘ Learning Outcomes. 88 2.4 Appraisal of Reviewed Literature. 91 CHAPTER THREE: RESEARCH METHODOLOGY 3.0UNIVERSITY Methodology OF IBADAN LIBRARY 92 3.1 Research Design 92 3.2 Variables in the Study 93 3.3. Sample Selection 93 vii 3.3.1 Selection of Participants 93 3.3.2 Selection of Environmental Education Concepts for the Study 94 3.4 Research Instruments 94 3.4.1 Students‘ Environmental Achievement Test (SEAT) 95 3.4.1.1 Validation of SEAT 97 3.4.2 Students‘ Environmental Attitude Scale (SEAS) 97 3.4.2.1 Validation of SEAS 98 3.4.3 Students‘ Environmental Practices Scale (SEPS) 99 3.4.3.1 Validation of SEPS 100 3.4.4 Cognitive Style Test (CST) 100 3.4.4.1 Analytic Descriptive Responses 100 3.4.4.2 Categorical Inferential Responses 101 3.4.4.3 Relational Contextual Responses 101 3.4.4.4 Validation of Cognitive Style Test (CST) 102 3.4.5 Teachers Instructional Guide 103 3.4.5.1 Teachers Instructional Guide on Pre-Theoretic Intuitions Quiz 103 (TIGPT) 3.4.5.2 Teachers Instructional Guide on Puzzle-Based Learning 104
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