Author:Okeke Cecilia Ifeyinwa
Department:Science Education
Affiliation:Nnamdi Azikiwe University Awka

In the world today science education has remained a major tool used for rapid development of any nation. Hence the need for instructional strategies that could enhance pupils’ achievement and interest in Basic Science and Technology (BST) became very crucial. This was because BST is the bed rock for further studies in science. Despite the need for establishing a solid science base at the primary school level, BST has recorded poor mean performance of pupils over the years as reported by the nation-wide Monitoring of Learning Achievement (MLA). The recorded poor mean performance was majorly attributed to the methods of teaching primary school science. This study investigated the effects of an instructional strategy called Scientific Equipment Development Institute – Primary Science Kit (SEDI-PSK) on pupils’ achievement and interest in BST. The SEDI-PSK was developed by the Scientific Equipment Development Institute (SEDI), Enugu, a parastatal under the Federal Ministry of Science and Technology. This instructional strategy consists of 3 components: the scientific equipment, activity guide and training. The design adopted in this study was a quasi-experimental non-equivalent control group design involving pretest and post-test for both control and experimental groups. Four research questions and four hypotheses were formulated and these guided the study. The population comprised all primary six pupils from all the public primary schools in Enugu metropolis. This is made up of Enugu North, South and East Local Government Areas (LGA) of Enugu State. The sample was made up of 240 pupils randomly selected from public primary schools in Enugu metropolis. Two intact classes were randomly selected from each LGA: one intact class of 40 pupils from each LGA was used as experimental group, while the other one intact class of forty pupils from each of the LGA was used as control group. The experimental groups were taught three selected topics in BST using SEDI-PSK while the control groups were taught the same topics using a conventional lecture method. The teaching lasted for six weeks. All the groups were pre and posttested. The mean achievement score and mean interest score in BST of pupils taught using SEDI-PSK and those taught using a conventional lecture method were investigated. The instruments used for data collection were Basic Science and Technology Achievement Test (BSTAT) and Basic Science and Technology Interest Inventory (BSTII). The instruments were subjected to both content and face validation by experts while reliability indices of 0.829 and 0.906 using Kudder Richardson (KR-20) and Cronbach Alfa coefficient respectively were estimated. The data collected were analysed using the mean and standard deviation for research questions while ANCOVA was used to test the hypotheses. Results of the findings showed that pupils taught BST using SEDI-PSK had higher achievement mean score and higher interest mean score than pupils who were taught same topics using the conventional lecture method. The study also revealed that there was no significant difference between male and female pupils in their achievement and interest in BST when taught using SEDI-PSK. The study recommended the use of SEDI-PSK as an alternative to the conventional lecture method of teaching BST.

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