Does the Method of Instruction Matter in Middle Basic Pupils’ Science Process Skill Acquisition? An Examination of Field-Based Inquiry and Conventional Strategies

Abstract

Aims: This study investigated the extent to which the field-based, inquiry method of instruction (FBIMI) will be effective in impacting middle basic (5th grader) pupils’ science process skill acquisition as compared to the conventional strategy. Study Design: The study adopted a quasi-experimental design particularly a non-equivalent control group type. Place and Duration of Study: The study was in Makurdi, Benue State Nigeria. The duration for the study was January to March in 2012. Methodology: The sample for the study consisted of three hundred and twenty-nine pupils from six schools selected by random sampling. Acquisition of Science Process Skills Test (ASPST) was the instrument used in this study. The reliability estimate for ASPST was found to be 0.95. Results: It was found that teaching method, FBIMI is an important factor in science process skill acquisition of learners and the students exposed to FBIMI acquired process skill significantly higher than those exposed to conventional strategy. The experimental group showed a higher aptitude than the control group. Gender was found to have no significant effect in the acquisition of science process skills in the experimental group. Conclusion and Recommendation: FBIMI is found to be suitable for instruction of pupils of primary school age, therefore; Basic Science and Technology Curriculum by Nigeria Education Research and Development Centre (NERDC) should include the use of outdoor, field-based experiences among its teaching and learning materials. Also, school supervisors should ensure that teachers use FBIMI as teaching strategy for basic science and technology.