Teachers Cognitive Questioning Styles And Their Effects On Academic Achievement Of Junior Secondary School Students In Integrated Science In Giwa Inspectorate Division

📄 Project Abstract

This study investigated the effects of teachers' cognitive questioning styles on academic achievement of Junior Secondary School Students in Integrated Science. A quasiexperimental pretest, posttest and post-posttest research design was used for the study which featured two groups of integrated science students. One hundred JSS II students randomly selected from two schools in Giwa Inspectorate Division of Kaduna State formed the study sample. They were taught integrated science concepts using low-level and high-level cognitive questioning styles. Performance of the two groups were compared using their posttest and post-posttest mean scores. Four null hypotheses were tested using t-test statistics at a significance level of P0.05. Integrated Science Achievement Test (ISAT) with reliability coefficients of 0.85, was used to collect data for the study. The following findings were obtained from the study: (i) There was no significant difference in the mean scores of students taught using ...