Abstract:

This study investigated transforming the basic science classroom through matching of appropriate instructional strategies with students learning styles using the empirical evidence from upper basic schools in Jalingo, Taraba State. Two research questions and two hypotheses guided the study. This study adopted the experimental research design with two experimental groups and two control groups. A sample of 238 Upper Basic Two students from eight Upper Basic School in Jalingo, Taraba State was used. The Experimental group I was taught Basic Science using video demonstration instructional strategy and the control group I was taught using the conventional discussion method. The Experimental group II was taught Basic Science using audio supported jig-saw strategy and those with the auditory learning styles taught using the demonstration strategy. A pretest was administered to the subjects before the commencement of treatment. Treatment lasted for three weeks and thereafter a post-test was administered to all the groups. Data were collected using two instruments, namely the Learning Style Preference Questionnaire (LSPQ) and the Basic Science Performance Test (BSPT). The LSPQ was used mainly to identify the students preferred learning styles and assigned them to groups. The BSPT was used to measure students’ academic performance in Basic Science. The data collected were analyzed using mean and standard deviation to answer the research questions while the hypotheses were tested using ANCOVA. The results indicated that matching instructional strategy with students learning styles enhanced academic performance. Based on the findings of this study, the researchers concluded that matching of appropriate instructional strategies with students learning styles enhanced academic performance. In accordance with the findings of this study the researchers recommended that Basic Science teachers should identify students learning styles and accordingly match instructional strategy with students learning styles to enhance academic performance and that Upper Basic School administrators to classify students according to their learning styles. Students with same or similarly learning styles should be classified in one class and teachers should be informed to use instructional strategies that aligned with the students learning styles.

Keywords:

Transforming, basic science classroom, appropriate, instructional strategies learning styles.