Piagetian Conservation Tasks in Ghanaian Children: the Role of Geographical Location, Gender and Age Differences

Abstract

The study investigated the influence of geographical location, gender and age on the performance of Piagetian Conservation tasks. Four conservation tasks; conservation of liquid, length, substance amount and number respectively were administered to children [4-6 years] from rural and urban Ghana and their performance on each task were recorded. Results indicated that there were no significant relationships among the performance of Piagetian conservation tasks and geographical location. Similar trends were noted in the performance of gender and age differences on Piagetian conservation tasks. Nonetheless, older children performed better on the conservation of liquid in a glass than younger children. Based on the results, both quantities and perceptual comparisons can be applied in future studies to examine some possible variations in children's cognitive development.

Students Critical-Creative Thinking Skill: A Multivariate Analysis of Experiments and Gender

“…Levene's Test of Equality of Error Variances Table 5 shows that the most significant value is higher than 0.05, which means that the scores of CvTS and CrTS are definitely different (Stichter et al, 2019) due to students' efficacy and anxiety in the learning process (Assan and Sarfo, 2015). This is similar to the studies carried out by (Chang, S., and Cho, 2013;Hill et al, 2016), which stated that female students are more anxious than males, especially in math.…”