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EFFECTS OF EXPLICIT INSTRUCTION ON STUDENTS’ ACHIEVEMENT AND ATTITUDE TOWARDS BASIC SCIENCE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The purpose of this study is to investigate the effects of explicit instruction on students’ achievement and attitude towards basic science. Explicit instruction refers to a teaching method that involves clear and direct explanations, modeling, and guided practice to support students’ understanding and application of concepts. This study aims to explore whether explicit instruction can positively influence students’ academic performance and their overall attitude towards the subject of basic science.
The research design employed for this study is a pretest-posttest control group design. A sample of elementary school students was selected and divided into two groups: an experimental group and a control group. The experimental group received explicit instruction in basic science concepts, while the control group received traditional instruction without explicit teaching strategies. Pretest and posttest measures were administered to assess students’ achievement in basic science, and a survey was conducted to measure students’ attitudes towards the subject.
The findings of this study indicate that explicit instruction had a significant positive impact on students’ achievement in basic science. The experimental group demonstrated significantly higher average scores on the posttest compared to the control group. Furthermore, students in the experimental group exhibited more positive attitudes towards basic science compared to the control group, as evidenced by their responses on the attitude survey.
These results suggest that explicit instruction can improve students’ academic performance and foster a more positive attitude towards basic science. The clear and direct nature of explicit instruction helps students develop a deeper understanding of key concepts and enhances their ability to apply knowledge in real-world contexts. Moreover, the positive attitude towards basic science observed in the experimental group may contribute to increased motivation and engagement, leading to continued interest and success in the subject.
Based on these findings, it is recommended that educators consider incorporating explicit instruction strategies in their teaching practices for basic science. By providing students with clear explanations, guided practice, and modeling, teachers can effectively support students’ learning and promote a positive attitude towards the subject. Further research is warranted to explore the long-term effects of explicit instruction across various grade levels and subject areas to enhance teaching and learning outcomes.
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