TWO MODES OF TEACHERS’ REFLECTION AND EFFECTS ON JSS STUDENTS ACHIEVEMENT IN BASIC SCIENCE

Year 2017, Volume: 8 , 46 - 51, 10.12.2017

Agoro Aminat Aderonke

Abstract

The study investigated the effect of two mode of
Teacher’s Reflection on Junior Secondary School Students achievement in Basic
Science. The pretest, posttest control group quasi- experimental design was
adopted for the study. The sample was made up of 294 junior secondary students
from four Junior Secondary Schools in Ibadan metropolis selected using
stratified random Sampling technique. The operational guide for
Reflection-in-action, Reflection-on-action and the conventional teaching
strategies were developed and used.

 

Also, Basic Science achievement test was also
developed and administered by the researcher. Data collected were analyzed
using analysis of covariance and description statistics to test the hypothesis
at P<0.05 The result shows that the two modes of reflection instructional
strategies was more effective than the conventional instructional strategy. The
student in Reflection-on-action group had significantly high mean score in
achievement test



















 followed by those in
reflection –in-action group

 while the students in
control group had the least

It is, therefore recommended that the two mode of reflection
should be practiced and used by the Basic Science teachers in order to help
student gain more in achievement. In-service training programme need to be
organized for the Basics Science Teachers to disseminate the effectiveness of
reflection-in-action and reflection-on-action teaching strategy.

Keywords

Reflection-in-action, reflection-on-action, teaching strategy, basic science

References

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