Queendaline Ibenegbu Obiajulu, C. B. Ugwu, C. Ibenegbu, Helen Onyinye Muojekwu, N. Odionye, A. N. Ngwu, Okafor Blessing Ijeoma, Nwankwo Amaka Loretta, O. L. Aniaku, R. I. Enebechi, Chukwunta Regina Ugochi
{"title":"利用四模式应用技术弥合生物学学生学习差异的差距","authors":"Queendaline Ibenegbu Obiajulu, C. B. Ugwu, C. Ibenegbu, Helen Onyinye Muojekwu, N. Odionye, A. N. Ngwu, Okafor Blessing Ijeoma, Nwankwo Amaka Loretta, O. L. Aniaku, R. I. Enebechi, Chukwunta Regina Ugochi","doi":"10.21203/rs.3.rs-1179251/v1","DOIUrl":null,"url":null,"abstract":"\n This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Two hypotheses were tested. We analyzed the data using descriptive statistics and Hierarchical Analysis of covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on students' achievement in biology F (7, 121) = 12.654, p =.000, partial η2 =.39; there was no significant main effect of gender on students' achievement in biology F (1, 121) = 1.240, p =.268, partial η2 =.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.","PeriodicalId":325610,"journal":{"name":"Journal of Regenerative Biology and Medicine","volume":"43 7","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bridging the Gap in Learning Differences Among Biology Students Using 4 Mode Application Techniques\",\"authors\":\"Queendaline Ibenegbu Obiajulu, C. B. Ugwu, C. Ibenegbu, Helen Onyinye Muojekwu, N. Odionye, A. N. Ngwu, Okafor Blessing Ijeoma, Nwankwo Amaka Loretta, O. L. Aniaku, R. I. Enebechi, Chukwunta Regina Ugochi\",\"doi\":\"10.21203/rs.3.rs-1179251/v1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Two hypotheses were tested. We analyzed the data using descriptive statistics and Hierarchical Analysis of covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on students' achievement in biology F (7, 121) = 12.654, p =.000, partial η2 =.39; there was no significant main effect of gender on students' achievement in biology F (1, 121) = 1.240, p =.268, partial η2 =.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.\",\"PeriodicalId\":325610,\"journal\":{\"name\":\"Journal of Regenerative Biology and Medicine\",\"volume\":\"43 7\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Regenerative Biology and Medicine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21203/rs.3.rs-1179251/v1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Regenerative Biology and Medicine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21203/rs.3.rs-1179251/v1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究旨在探讨如何运用4MAT应用技术，弥合生物系学生在学习上的差异。我们在尼日利亚的Abakaliki进行了这项研究。本研究采用准实验设计。我们使用了来自两所学校的138名SS-II学生。测试了两个假设。我们使用描述性统计和分层协方差分析(ANCOVA)对数据进行分析。结果表明:教学方法对学生生物成绩有显著的主效应F (7,121) = 12.654, p =。000，偏η2 = 0.39;性别对学生生物成绩无显著主效应F (1,121) = 1.240, p =。268，偏η2 = 0.004。我们强调了研究结果和建议的教育意义。并提出了本研究的局限性和进一步研究的建议。
Bridging the Gap in Learning Differences Among Biology Students Using 4 Mode Application Techniques
This study is on bridging the gap in learning differences among biology students using 4MAT Application Techniques. We carried out the study in Abakaliki, Nigeria. We adopted a quasi-experimental design for the study. We used 138 SS-II students from two schools. Two hypotheses were tested. We analyzed the data using descriptive statistics and Hierarchical Analysis of covariance (ANCOVA). The results showed that there was a significant main effect of instructional method on students' achievement in biology F (7, 121) = 12.654, p =.000, partial η2 =.39; there was no significant main effect of gender on students' achievement in biology F (1, 121) = 1.240, p =.268, partial η2 =.004. We highlighted the educational implications of the findings and the recommendations. We also made some limitations of the study and suggestions for further studies.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
