Effects of Mini-Anchor Charts on the Interest of Basic VIII Students with Varied Learning Rates in Basic Science in Obudu, Cross River State
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1086Keywords:
Mini-Anchor-Chart Strategy (MACS),, Basic Science, Interest, Learning Rapidity, StudentsAbstract
This study examined the effect of Mini-Anchor-Chart teaching strategy on interest of varied learning rapidity Basic VIII students in Basic Science in Obudu, Cross River State. Two research questions and two hypotheses guided the study. A pre-test post-test quasi-experimental control group research design was used. Out of the 3,048 Basic VIII students in the 32 government-owned upper basic schools in Obudu, 68 were drawn from two intact classes in two schools using a multistage sampling technique. Basic Science Interest Scale (BSIS) with reliability coefficient of 0.916, determined using Cronbach’s Alpha was used for data collection. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study showed that, there is a significant difference in the interest level between students taught Basic Science using Mini-Anchor-Chart Strategy and Expository Teaching in favour of MACS [F (1,65) = 229.273; ρ = 0.000 < 0.05]. However, there was no significant difference in the interest level of students taught Basic Science using MACS based on learning rapidity [F (2,30) = 1.639; ρ = 0. 211> 0.05]. Therefore, it was recommended among others that Mini-Anchor-Chart Strategy be used for Basic Science teaching at the upper basic education level.
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