A discriminant function analysis of study strategies, logical reasoning ability and achievement across major teacher undergraduate curricula

Ehindero, O. J.

doi:10.1177/003452379004400101

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…Content analysis of their responses suggest that their conceptions are similar to those reported in Western studies (Marton et al, 1993). Taken together with the investigations reported by Omokhodion (1989) and Ehindero (1990), the findings of this study indicate that the distinction between the quantitative, reproductive conception and the meaningoriented conception of learning, thought to be an antecedent of deep and surface approaches to learning, is also evident with the Nigerian pupils. However, the group respondentlopen-ended question method utilised in this research, although it does allow for the sampling of a large number of subjects, does not permit the follow-up in-depth probing characteristic of phenomenographic analysis (Marton et al, 1993) necessary to determine at what cognitive level the "learning for understanding" conception is held by these Nigerian pupils.…”

Section: Discussionsupporting

confidence: 78%

“…2. Ehindero (1990) reports a pilot study in which 250 Nigerian university students responded to the question "What strategies do you use to study? " His content analysis indicated three main themes in the students' responses: "dilligence", "building up understanding", and "memorising content material without understanding".…”

Section: Study One: Conceptual Equivalencementioning

confidence: 99%

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Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Watkins¹,

Akande

1994

Int J Psychol

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Two studies are reported which explore the approach to learning of Nigerian secondary school pupils from both emic and etic perspectives. In the first study, 150 14–16‐year‐olds were asked to provide open‐ended answers to the question “What do you mean by learning?” Content analysis identified learning conceptions similar to those found in Western studies which are thought to underlie deep and surface approaches to learning. The second study investigates the reliability and validity of a Western‐developed instrument, the Learning Process Questionnaire, for 265 14–16‐year‐old Nigerian children. The findings based on internal consistency reliability estimates, scale factor analysis, and hypothesized correlations with other variables were generally encouraging. Tentative comparisons of the approach to learning of these Nigerians with same‐aged Australian, Nepalese, Hong Kong, and Filipino children questioned the stereotype of Third‐World learners as rote learners.

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Section: Discussionsupporting

confidence: 78%

Section: Study One: Conceptual Equivalencementioning

confidence: 99%

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Watkins¹,

Akande

1994

Int J Psychol

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“…Eggen and Kauchak [32] emphasized that where pedagogical content knowledge is lacking, "teachers commonly paraphrase information in learners' textbooks or provide abstract explanations that are not meaningful to their students." Ehindero [33] confirmed that teacher's teaching is influenced by the level of the acquired pedagogical content knowledge of subject matter. It is therefore clear that the teachers' mastery of the subject matter and its good use in the process of teaching and learning will always indicate the depth of teachers' knowledge of the subject matter.…”

Section: Student Achievementmentioning

confidence: 80%

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

Lucenario

Yangco

Punzalan

et al. 2016

Education Research International

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This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS) as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

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“…(2) Ehindero (1990) reports a pilot study in which 250 Nigerian university students responded to the question "What strategies do you use to study?" His content analysis indicated three main themes in the students' responses: "diligence", "building up understanding", and "memorising content material without understanding".…”

Section: Resultsmentioning

confidence: 99%

Assessing the Approaches to Learning of Nigerian Students

Watkins

Akande

1992

Assessment & Evaluation in Higher Education

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The reliability and validity of the Study Process Questionnaire (Biggs, 1987) is investigated for 352 Nigerian undergraduates. The concepts involved in the SPQ are relevant to Nigerian students and the SPQ scales and subscales were found to be of adequate internal consistency reliability for research purposes. This conclusion was further enhanced by the meaningful factor structure of responses to the SPQ subscales found for the Nigerian sample. However, doubt is cast as to the metric equivalence of SPQ scales across cultures making it difficult to Interpret direct cross-cultural comparisons of mean scale scores.

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A discriminant function analysis of study strategies, logical reasoning ability and achievement across major teacher undergraduate curricula

Cited by 6 publications

References 16 publications

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

Assessing the Approaches to Learning of Nigerian Students

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