Assessment of Science Teachers’ Implementation of Deep Conceptual Learning in Senior Secondary Schools in Ilorin, Nigeria

Abstract

Abstract

The importance of producing lifelong learners who will be able to translate theory into practice cannot be underestimated in the teaching and learning process. Research has informed the need to produce deep conceptual learners as contrary to surface learners due to the numerous advantages attached to it. This study, therefore, investigated the assessment of teachers’ implementation of deep conceptual learning in science classrooms in Ilorin, and five research questions were raised and answered in this study.

The study was exploratory in nature and adopted descriptive research of the survey type. A sample of 200 science teachers who were selected through the purposive sampling technique was involved in the study. The instrument used for data collection was a questionnaire entitled Questionnaire on Teachers’ Implementation of Deep Conceptual Learning in Science Classrooms (QTIDCLC). The questionnaire was adapted from the work of Rillero (2016). The validity of the instrument was determined through the split-half method and a reliability value of 0.86 was obtained at a .05 level of significance.

Findings from the study revealed that the majority of the teachers reported that they implement deep conceptual learning methods in their classrooms. Participants indicated that methods such as applications of concepts to everyday life, teacher-led discussions, and classroom lectures are commonly used in their classrooms. It was also revealed from the findings of this study that highly experienced teachers and qualified teachers utilize deep conceptual learning instructional methods than their counterparts who are low experienced and less qualified.

 The study, therefore, concluded that science teachers implement deep conceptual learning in their classrooms and teachers' qualifications and experience influenced their implementation of DCL instructional methods. Hence, it was recommended relevant stakeholders such as policymakers and curriculum planners should put measures in place to ensure that less qualified and less experienced teachers are supported to implement DCL methods probably through means of professional development.