Comparative Study of Preconceived Scientific Ideas Held by Different Groups of Junior Secondary School Students in Niger State, Nigeria.

Abstract

This study investigated the preconceptions of junior secondary school students in Niger State on scientific ideas. The sample was made up of three hundred and sixty (360) junior secondary school (JSS I) students who were randomly selected from twelve secondary schools. Four schools in each three educational zones with thirty (30) students from each school (15 males and 15 females) were used. The research instrument used was a 24 items of preconceptions on scientific ideas scale (POSIS) adapted by the researcher to obtain students’ preconceptions on scientific ideas. Five experts in science education validated the instrument. A reliability coefficient of 0.84 was obtained for the instrument using Cronback alpha analysis. Four hypotheses were formulated and tested. Data collected by means of the instruments were analyzed using the mean, standard deviation, t-test and ANOVA statistics. The study revealed that the gender of the respondents did not influence their preconceived knowledge on scientific ideas. (t-cal=1.42, df =358, p< 0.05). The preconceptions across the three educational zones in the state did not differ significantly. (F-cal=2.76, DF= 357 and 2, p< 0.05). There was no significant difference between the responses of students from rural and urban schools on preconceived ideas about selected scientific ideas. (t-cal=1.36, df =357, p< 0.05). However, it is revealed that the private school students responded more positively to the statements than did their counterparts in public schools. (t-cal=3.28, df=357, p< 0.05). Based on the findings, recommendations were made, among others, that science curriculum for Nigeria be reviewed to include basic ethnographic and ethno science concepts which will facilitate the deep understanding of scientific concepts and acquisition of appropriate scientific skills.