Effects of Cognitive Restructuring on Students’ Academic Achievement in Science in Ughelli North Local Government Area of Delta State

Abstract

The major focus of this work was to determine the effects of cognitive restructuring on students’ academic achievement in science in Ughelli North Local Government Area of Delta State. The population consisted of all the government owned public schools both in the urban and rural area, while a sample of one hundred and twenty five student was drawn from four intact classes; two rural and two urban with sixty (60) males and sixty-five (65) female students. Three research questions and three research hypotheses were raised and formulated to guide the study. The design of the study is Pre-test. Post-test quazi-experimental using intact classes randomly assigned experimental and control group. The Sample Random Sampling Technique through balloting (Withdrawal and Replacement) was used to select the urban and rural schools. Science Achievement Test (SAT) and instructional packages were the instrument used for the study. SAT was subjected to face and content validity and reliability. Using the Pearson’s Product Moment Correlation, a reliability Coefficient of 0.80 was obtained. Four science teachers one from each school served as research assistant. The t-test analysis tested at 0.05 level of significance, mean and standard deviation were used to analyze data. The result of data analysis showed that cognitive restructuring was effective in promoting students’ academic achievement in science and that the technique is sex friendly. Based on the findings, it was recommended that cognitive restructuring should be embedded in the science curriculum as a technique, science teacher and counsellor should be trained on how to apply the technique effectively in promoting students’ academic achievement.