Effect of Montessori Teaching Strategy on Upper Basic II Students’ Interest and Achievement in Basic Science and Technology in Benue State, Nigeria

Okwara K. Okwara, Atoo Felix Sesugh

Abstract


The study examined the effect of Montessori teaching strategy on students’ interest and achievement in Basic Science and Technology. Two research questions and two hypotheses guided the study. A pre-test post-test control group, non-equivalent quasi-experimental design was used for the study. The sample of 122 students was drawn from the population of 1,384 Upper Basic II students from the Makurdi Local Government. Intact classes were randomly selected and assigned to experimental and control groups. Basic Science and Technology Interest Inventory (BSTII) and Basic Science and Technology Achievement Test (BSTAT) researcher-design instrument were used for data collection. Both the BSTII and BSTAT items of the instrument were subjected to face and content validation. The reliability of the two instruments was established using Cronbach Alpha and Kudar-Richarson formula 20 (K-R20). The reliability coefficients of the two instruments were found to be 0.78 and 0.79 respectively. Montessori teaching strategy lesson plans were used for classroom instruction in the experimental group while the control group used lesson plans on the conventional method for instruction. The research questions were answered using mean and standard deviation, while the hypotheses were tested at 0.05 alpha level of significance using Analysis of Covariance (ANCOVA). The findings of the study revealed that there was a significant difference in the mean interest scores of students taught Basic Science and Technology using the Montessori teaching strategy and those taught using the conventional method (F (1,60) = 0.073, p<0.05). The findings also revealed that there is a significant difference in the mean achievement scores of students taught Basic science and Technology using the Montessori teaching strategy and their counterparts taught using the conventional method (F (1,119) = 65.281, p<0.05). Based on the findings, it was recommended that Montessori teaching strategy should be used in teaching Basic Science and Technology at Upper Basic Education and science in general.

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References


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