Effects of Transformation Learning Strategy on Academic Achievement of Junior Secondary Three Students in Basic Science and Technology in Jaba-Kaduna State, Nigeria

Abstract

Basic Science and Technology students need to be grounded well in the subject to enable them develop interest and become prepared for further studies in all branches of science, applied science and social sciences. Therefore, the purpose of this study was to investigate the effects of transformation learning strategy on academic achievement of junior secondary three students in basic science and technology in Jaba-Kaduna state, Nigeria. Quasi-experimental research design was used and. The population for this study was 1,920 (915 males and 1,005 females) junior secondary three (JS3) students offering Basic Science and Technology in all the 22 public junior secondary schools. A total of 136 (69 female and 67 male) junior secondary three students in two public junior secondary schools was used as the sample using purposive sampling technique. Two research questions and two research questions guided the study. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) and scrutinised using two experts; the reliability of the instrument was established using Cronbach Alpha method and found to be 0.891. Findings revealed that the mean scores of experimental group achievement improved more than that of the control group after exposure to treatment d that male students had slightly higher achievement mean scores than female students. Among the recommendations that Basic Science and Technology teachers should adopt the use of transformation learning strategy to enhance students’ achievement in Basic Science and Technology subject and all students offering basic science and technology should be given equal opportunity of encouragement irrespective of their gender in learning the subject.