Fostering Students’ Critical Thinking and Achievement in Basic Science Using Graphic Organizer and Experiential Learning Strategies with Feedback

Abstract

The study investigated the effects of graphic organizer (GO) and experiential learning (EL) with feedback on the mean achievement and students’ critical thinking in Jos North Local Government Area of the Plateau State of Nigeria. A pre-test post-test quasi-experimental design was used. A sample of 75 students was drawn from the population of 1950 junior secondary (JS) two students. Two instruments, the Basic Science and Technology Achievement Test (BSTAT) and a critical thinking test (CTT), were used for data collection. The respective reliability coefficient values of 0.81 and 0.79 were obtained using an item response theory three parameter logistic model. The statistical tools used for data analysis were mean and analysis of covariance (ANCOVA). Results revealed that students taught using GO had a mean gain of 12.99 while students taught using EL had mean gain of 12.02 in the BSTAT. ANCOVA analysis of post-test mean scores in the BSTAT, F (1, 58) = 1.282, ρ > 0.05, was not significant. Furthermore, ANCOVA analysis between mean post-test scores of the CTT for GO and EL groups F (3, 81) = 2.236, ρ > 0.05, was not significant. GO an EL with feedback strategies enhanced students’ achievement and critical thinking with GO being slightly superior. Both strategies are recommended for use in teaching Basic Science and Technology.

Keywords: graphic organizer strategy; experiential learning strategy; critical thinking; achievement in basic science and technology; feedback