Effects of Predict-Observe-Explain Instructional Model on Student’s Cognitive Styles and Academic Achievement in Biology

Destiny OKAH; T. E. Agboghoroma

doi:10.29103/mrbj.v4i2.15540

Effects of Predict-Observe-Explain Instructional Model on Student’s Cognitive Styles and Academic Achievement in Biology

Destiny OKAH, T. E. Agboghoroma

Abstract

This study was designed to determine the Effects of Predict-Observe-Explain instructional model on student’s cognitive styles and academic achievement in biology. Two research questions guided this study. A quasi-experimental pre-test, post-test control group design was used for this study. The sample for the study was two hundred and eighty (280) biology students. Data for this study was collected using a Two-tier diagnostic multiple choice biology achievement test and Cognitive style scale. Their validity and their reliability indices were established using Kuder-richardson formula 21 and Cronbach alpha respectively. The findings of this study showcased that there was significant difference in achievement score between the experimental and control group in favor of the experimental group and secondly there was no significant difference in the academic achievement of field-dependent and field-independent cognitive style students taught biology using POE model. The study concluded that the POE model enhanced students of both cognitive styles’ academic achievement in biology. This study recommends that biology teachers should make use of the POE model and that POE instructional model should be incorporated into the educational system by curriculum planners due to its effectiveness in bridging the gap between students of varying cognitive styles.

Keywords

achievement; biology; cognitive styles; predict-observe-explain model; science

References

Agboghoroma, T. E. (2015). Interaction effects of cognitive style and instructional mode on students’ knowledge of integrated science. European Journal of Research and Reflection in Educational Science, 3(1), 47- 54.

Agoro, A. A. & Oyediran. A. M. (2009). Integrated science teachers‘ involvement, in the use of laboratory methods in teaching of integrated science. Journal of Science Teachers Association of Nigeria, 44 (1 & 2) 71-74..

Ajaja, O. P. (2013). Which strategy best suits Biology teaching? Lecturing, Concept mapping, Cooperative learning or learning cycle? Electronic Journal of Science Education, 17 (1) 1-37.

Arsy, H. I., Prasetyo, A. P. B., & Subali, B. (2020). Predict-observe-explain strategy with group ınvestigation effect on students’ critical thinking skills and learning achievement. Journal of Primary Education, 8(4), 75- 83.https://doi.org/10.15294/jpe.v9i1.29109

Auwal, A. (2013). Effect of teaching methods on retention of agricultural science knowledge in secondary schools of Bauchi local government area, Nigeria, 4(4), 63-69.

Barke et al., (2010). Misconceptions in Chemistry. Berlin: Springer.

Büyüköztürk, S. (2007). Sosyal bilimler için veri analizi el kitabı. Pegem. A Scientific research methods. Pegem.

Edet, P.O., (1997). “Improving the teaching and learning processes in rural areas.” West African Journal of Educational Research, 3(1), pp. 96-101.

Ekon, E.E., (2013) “effects of five step conceptual change instructional model on students’ Perception of their Psychosocial learning environment, cognitive achievement and Interest in Biology”.( Unpublished Ph.D thesis, Faculty of Education), University of, Nigeria, Nsukka.

Emmanuel, E.A. (2003): Correlates of physics achievement of some Nigeria secondary schools student. Journal of Science Teachers Association of Nigeria (STAN) 38(11), 10 – 15.

Haysom, J. & Bowen, M. (2010). Predict, Observe, Explain: Activities Enhancing Scientific Understanding (1ed.). U.S.A: National Science Teachers Association (NSTA).

Hong, J. C., Hsiao, H. S., Chen, P. H., Lu, C. C., Tai, K. H., & Tsai, C. R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers & Education, 166, 104172. https://doi.org/10.1016/j.compedu.2021.104172

Joyce, C. (2006). Predict, Observe, Explain (POE) Predict, Observe, Explain (POE), 1–3.

Khodabakhsh, R. (2011). The relationship between primary students’ field dependence/independence. Daneshvar Behavior, 11(4), 35-41.

Musya, M. N. (2015). Cognitive style and academics achievement among secondary school learners in Kenya (Unpublished master project). University of Nairobi, Kenya.

Posner, G. J. (1982).“Accommodation of a scientific conception: Towards a theory of conceptual change”, Science Education, Vol. 66, no. 2, pp. 211-227.

Rahman, S. M. H. (2012). Influence of professional learning community (PLC) on learning a contructivist teaching approach (POE): A case of secondary science in Bangladesh. Asia-Pasific Forum on Science Learning and Teaching, 13(1), p. 1. Banglades.

Rifzal, I. L., Akmam, & Hurhayati. (2015) Pengaruh Penggunaan LKS Berbasis POE Dalam Pembelajaran IPA Terhadap Kompetensi Siswa Kelas VII SMPN 5 Padang. Pillar of Physic Education, 6:33-40.

West African Examination Council (2015; 2017; 2018 and 2019) Chief Examiners Report, Lagos: WAEC.

West African Examination Council, (2002-2007) Statistics of Performance. Research Division, Lagos.

White, R. T. &Gunstone. R. F. (1992). Probing understanding. Great Britain, Falmer Press.

Witkin, H., Moore, C. A., Goodenough, D., & Cox, P. W. (1977). Field-Dependent and field- independent cognitive style and their educational implications. Review of Educational Research, 47, 1-64.

DOI: https://doi.org/10.29103/mrbj.v4i2.15540