EFFECTS OF EXPLICIT INSTRUCTION ON STUDENTS’ ACHIEVEMENT AND ATTITUDE TOWARDS BASIC SCIENCE EFFECTS OF EXPLICIT INSTRUCTION ON STUDENTS’ ACHIEVEMENT AND ATTITUDE TOWARDS BASIC SCIENCE

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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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