Abstract:

The study investigated the use of a persuasive communication model to enhance students’ interest, learning, and participation in classroom dialogue in Basic Science in Taraba State, Nigeria. The study was guided by three research questions, while three hypotheses were formulated and tested. A quasi-experimental research design specifically, the non-randomized control group was adopted. The population comprised of 19,851 Upper Basic III students. The study consisted of 147 students sampled from the study area. Data were generated using the researcher-developed Basic Science Interest Inventory (BSII), Participation in Classroom Dialogue Rating Scale (PCDRS) and Upper Basic III students result in Basic Science in the 2018/2019 academic session. The BSII and PCDRS were validated and subjected to reliability analysis using Kuder-Richarson formula 20 (KR20) for the BSII and PCDRS. It yielded a reliability coefficient of 0.81 and 0.82 respectively. Data collected were analyzed using mean and standard deviation to answer the research questions. While Pearson Product Moment Correlations was used to test the hypotheses. The findings of the study revealed that there is a significant relationship between persuasive communication model and students’ interest in Basic Science; there is a significant relationship between persuasive communication model and learning outcomes of students in Basic Science; there is a significant relationship between persuasive communication model and participation in classroom dialogue in Basic Science. It was recommended among others that Basic Science teachers should integrate the persuasive communication model into teaching and learning of Basic Science to enhance students’ interest, learning outcomes and participation in classroom dialogue.

Keywords:

Persuasive communication model, Interest, learning outcomes and Participation in classroom dialogue.