Effect Of Science-Text-Cards On Students’ Gender-Based Interest In Science At Upper Basic Schools In Makurdi, Nigeria

Abstract

The effect of Science-Text-Cards (STC) on students’ gender-based interest in science at upper basic schools in Makurdi, Nigeria was studied using a pre-test-post-test quasi experimental research design. A multistage sample of 56 out of the 2007 upper basic two students in the 29 Schools in Makurdi was used for the study. The instrument used for data collection was Interest Level in Basic Science Concepts Questionnaire (ILBSCQ). It was validated by experts in science education from Benue State University, Makurdi. A reliability value of 0.94 determined by a split-half method and Cronbach Alpha was used. The research questions were answered using descriptive statistics of mean and standard deviation while inferential statistic of Analysis of Covariance was used to test the hypotheses at 0.05 level of significance. Findings revealed a significant difference in the interest level between students taught Basic Science using STC and those taught using Recitation Teaching Method, F (1, 53) = 28.088, ρ (0.000) < 0.05. Also, there was no significance difference in the interest level of students based on gender, F (1, 28) = 2.721, ρ (0.110) > 0.05; implying that STC is gender friendly. Thus, STC was recommended for teaching Basic Science in basic schools.