Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils

Famakinwa Adebayo; Bello Theodora Olufunke

doi:doi:10.11648/j.ijeedu.20150404.12

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Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils

Famakinwa Adebayo, Bello Theodora Olufunke

Published in International Journal of Elementary Education (Volume 4, Issue 4)

Received: 19 July 2015 Accepted: 4 August 2015 Published: 26 September 2015

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Abstract

The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.

Published in	International Journal of Elementary Education (Volume 4, Issue 4)
DOI	10.11648/j.ijeedu.20150404.12
Page(s)	86-92
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Predict-Observe-Explain, Generative, Basic Science, Practical Skills, Instructional Strategy

References

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APA Style

Famakinwa Adebayo, Bello Theodora Olufunke. (2015). Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. International Journal of Elementary Education, 4(4), 86-92. https://doi.org/10.11648/j.ijeedu.20150404.12

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ACS Style

Famakinwa Adebayo; Bello Theodora Olufunke. Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. Int. J. Elem. Educ. 2015, 4(4), 86-92. doi: 10.11648/j.ijeedu.20150404.12

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AMA Style

Famakinwa Adebayo, Bello Theodora Olufunke. Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. Int J Elem Educ. 2015;4(4):86-92. doi: 10.11648/j.ijeedu.20150404.12

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@article{10.11648/j.ijeedu.20150404.12,
  author = {Famakinwa Adebayo and Bello Theodora Olufunke},
  title = {Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {4},
  pages = {86-92},
  doi = {10.11648/j.ijeedu.20150404.12},
  url = {https://doi.org/10.11648/j.ijeedu.20150404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150404.12},
  abstract = {The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.},
 year = {2015}
}

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TY  - JOUR
T1  - Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils
AU  - Famakinwa Adebayo
AU  - Bello Theodora Olufunke
Y1  - 2015/09/26
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150404.12
DO  - 10.11648/j.ijeedu.20150404.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 86
EP  - 92
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150404.12
AB  - The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.
VL  - 4
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Author Information

Famakinwa Adebayo

Institute of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria
Bello Theodora Olufunke

Institute of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria

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Famakinwa Adebayo, Bello Theodora Olufunke. (2015). Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. International Journal of Elementary Education, 4(4), 86-92. https://doi.org/10.11648/j.ijeedu.20150404.12

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ACS Style

Famakinwa Adebayo; Bello Theodora Olufunke. Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. Int. J. Elem. Educ. 2015, 4(4), 86-92. doi: 10.11648/j.ijeedu.20150404.12

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AMA Style

Famakinwa Adebayo, Bello Theodora Olufunke. Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. Int J Elem Educ. 2015;4(4):86-92. doi: 10.11648/j.ijeedu.20150404.12

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@article{10.11648/j.ijeedu.20150404.12,
  author = {Famakinwa Adebayo and Bello Theodora Olufunke},
  title = {Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {4},
  pages = {86-92},
  doi = {10.11648/j.ijeedu.20150404.12},
  url = {https://doi.org/10.11648/j.ijeedu.20150404.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150404.12},
  abstract = {The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils
AU  - Famakinwa Adebayo
AU  - Bello Theodora Olufunke
Y1  - 2015/09/26
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150404.12
DO  - 10.11648/j.ijeedu.20150404.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 86
EP  - 92
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150404.12
AB  - The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.
VL  - 4
IS  - 4
ER  -

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