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EFFECTS OF TWO MODES OF ADVANCE ORGANIZERS AND COGNITIVE STYLE ON SECONDARY STUDENTS’ ACHIEVEMENT IN EPISTLES IN EBONYI STATE, NIGERIA

Abstract

 This study was carried out to investigate the effects of two modes of advance organizers and cognitive style on achievement of senior secondary school students in Christian Religious Knowledge (CRK). It also investigated the influence of gender and location on achievement of Senior Secondary II (SS II) CRK students. Seven research questions and seven null hypotheses were formulated to guide the study. The study adopted a pretest, posttest non-randomized control group design. Two hundred and sixty seven students from six secondary schools in Abakaliki Education Zone of Ebonyi State were assigned to experimental and control groups. The instruments used to collect data were Christian Religious Knowledge Achievement Test (CRKAT) and Group Embedded Figures Test (GEFT). An internal consistency reliability estimate of 0.72 was established for the objective items of CRKAT using Kudar-Richardson formula 20. An inter-rater reliability coefficient of 0.90 was obtained for the essay items of CRKAT. Data collected were analyzed using mean and standard deviations and Analysis of Covariance (ANCOVA). The major findings of the study among others include the following: students taught with audio-visual organizer had better achievement mean scores in CRK than students taught with written organizer who in turn had better mean scores than the students taught without organizer, although the differences were not significant. There is no significant difference in the mean achievement scores of field dependent and field independent students. There is no significant difference in the mean achievement scores of male and female students. There is significant interaction effect of mode and location on students’ achievement in CRK. The educational implications of these results include: that the achievement of senior secondary school students in CRK is not determined by the use of advance organizers in teaching the subject. As a result, either of the advance organizers can be used to enhance learning. Field dependent and field independent cognitive styles do not influence the learning of CRK as in science subjects and mathematics. It is recommended that the use of audio-visual, and written advance organizers especially in urban schools should be encouraged.

Review project detailsComments
 
Number of Pages136 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
Available documentPDF and MS-word format


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