Effect Of Reflective-Reciprocal Teaching Strategies On Pre-Service Teachers’ Achievement In Integrated Science And Science Process Skills In Nigerian Colleges Of Education

ABSTRACT

The low level of performance of pre-service teachers in Integrated Science has been a recurrent problem in science education. Poor instructional strategies employed by lecturers in colleges of education have been adduced as one of the reasons for this low level of performance in Integrated Science. Previous researches have focused on collaborative teaching and self-regulation strategy without considering opportunity for reflection before, during and after lessons which the Reflective-Reciprocal Peer Tutoring (RRPT) addresses. This study, therefore, determined the effect of Reflective-Reciprocal Teaching (RRT) and Reflective-Reciprocal Peer Tutoring strategies on pre-service science teachers‟ achievement in Integrated Science and Science Process Skills. It also determined the moderating effect of mode of entry and numerical ability on the dependent variables.

The pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix was used. Three colleges of education were purposively selected from each of the state and federal colleges in Southwestern Nigeria. One intact class of Nigeria Certificate in Education year two was selected from each of the six colleges making a total of 295 pre-service teachers. Six instruments were developed, namely: Pre-service Teachers‟ Achievement Test (r= 0.85); PreService Teachers‟ Science Process Skills Rating Scale (r=0.82), Pre-Service Teachers‟ Numerical Ability Test (r=0.79); Operational Guides for RRT, RRPT and Modified Conventional Teaching Strategy (r=0.75, 0.72 and 0.77 respectively). Seven hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffé Post-hoc test.

Treatment had a significant effect on pre-service teachers‟ achievement in Integrated Science (F(2,276) = 56.15; p