Effect of Reflective Inquiry Instructional Technique on Students’ Achievement in Environmental Related Contents in SSCE Geography

Description

– Effect of Reflective Inquiry Instructional Technique on Students’ Achievement in Environmental Related Contents in SSCE Geography  –

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Abstract

The study investigated the effect of reflective inquiry instructional technique on students’ achievement in Environmental Related contents of senior secondary school Geography in Kolga Education Zone, Bayelsa State of Nigeria.

The study adopted a quasi-experimental design. Specifically, the pretest-posttest non-equivalent group design was employed.

The population of the study consisted of all the 1,820 senior secondary school two (SS-II) students who offer Geography in the 14 co-educational public secondary schools in Kolga Education Zone.

Four (4) co-educational schools were drawn out of the fourteen schools. A sample size of 160 SS II Geography students was drawn out of the four (4) co-educational schools through simple random sampling technique.

The instrument used for data collection was the Environmental Related Contents Achievement Test in Geography(ERCATG). The instrument was validated by three experts.

The reliability index of the ERCATG instrument was established using Kudder-Richardson (K-R20) method of the internal estimate which gave an overall reliability index of 0.66.

Introduction

1.1 Background of the Study

Shared knowledge and performance have been relevant in four epochs namely the era of early influences, the era of the  industrial revolution,  the era of scientific management movement and the modern era. Many records and ideas relating to management date from antiquity.

Among these are the records of the Egyptians, the early Greeks, and the ancient Romans. In addition, there have been the experience and administrative practices of the Catholic Church, military organizations, and the cameralists of the sixteenth to the eighteenth centuries.

Interpretation of early Egyptian papyri, extending as far back as 1300 B.C., indicate the recognition of the importance of organization (Koontz, O’donnel and Weirich, 2000:34). The Industrial Revolution in Europe was the transitory phase from the manufacturing or putting-out system to the factory system.

The present thesis will attempt to show that management was relevant during the three epochs of the Industrial Revolution in Europe, United States of America and Japan and so it was more  of  a Management Revolution  than an Industrial Revolution (Berliner, 2003:5).

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