Impact Of Cognitive Conflict Instructional Model On Conceptual Change And Performance In Genetics Among Secondary School Biology Students In Potiskum, Yobe State, Nigeria

📄 Project Abstract

This study investigates the Impact of Cognitive Conflict Instructional Model on Conceptual Change and Academic Performance in Genetics among Senior Secondary School III Biology students. A Quasi-experimental pretest and posttest research design was used for the study which featured two groups (Experimental and Control group). The experimental group was exposed to cognitive conflict instructional model (CCIM) while the control group was taught using lecture method. Sample sizes of 199 students selected from four secondary schools in Potiskum, Yobe State were used as the study sample, drawn from a population of 16 single sex (that is, either male or female) schools with a total of 1021 students. The Four schools randomly selected, were selected after matching them, to find their academic equivalence. The Instruments developed; Genetics Performance Test (GPT) and Genetics Concept Evaluation (GCE) with a reliability coefficient of 0.78 and 0.79 were used to collect data for pretest, postte...