Probing Experiential Learning Approach Effect on Critical Thinking Ability of Secondary School Students' in Biology
Keywords:
Experiential Learning Approach, Critical Thinking Ability, Biology, GenderAbstract
- The study explored effect of Experiential Learning Approach (ELA) on secondary school students’ CTA in biology. The study is quasi-experimental, adopting the non-randomized control group design. 4755 senior secondary year 2 (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 53 SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental and control groups. Adapted Watson-Glaser Critical thinking appraisal (WGCTA) validated by experts with a reliability coefficient of 0.71 was used for data collection. Mean and SD were used in answering the research questions and ANCOVA to test the null hypotheses. Findings revealed that ELA enhanced students’ CTA in biology, irrespective of gender, more than CLM. As a result, the study concluded that ELA is a gender-inclusive strategy that improves students' CTA and then recommended that biology teachers should adopt ELA in classrooms to improve students’ CTA.
Downloads
References
Andresen, L., Boud, D., & Cohen, R. (2020). Experience-based Learning. In Understanding Adult Education and Training, (225- 239).
Asuai, N. C. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in Lagos state. Journal of Research & Method in Education, 3(5), 18-25.
Beard, C., & Wilson, J. (2018). Experiential Learning: A Practical Guide for Training, Coaching and Education. Kogan Page Publishers.
Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills in Sintang, Indonesia. Jurnal Pendidikan IPA Indonesia, 7(4), 451-457.
Chiketa, E. C., & Okigbo, E.C. (2021). Relationship between critical thinking ability and mathematics achievement of secondary school students in Anambra State. Southeastern Journal of Research and Sustainable development, 4(2), 129-139
Dianita, B. (2023). Problem based learning model with experiential learning to increase creative thinking and critical thinking ability. Jurnal Penelitian dan Pengembangan Pendidikan, 7(2), 328-335. E-ISSN: 2615-4498. https://doi.org/10.23887/jppp.v7i2.62254
Duran, N. (2016). The effects of inquiry-based approach on students’ critical thinking skills in chemistry. Eurasia journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.
Fajrianthy, H.W., & Septarini, B.G. (2016). Developing critical thinking test utilizing item response theory. Jurnal Penelitian dan Evaluasi Pendidikan, 20 (1), 45-55.
Gisoi, J.M., Njagi, M. W., & Mungiria, J. N. (2023). Effectiveness of experiential learning approach on students’ academic achievement in biology in secondary schools in Maara Subcounty, Kenya. International Journal of Novel Research and Development, 8(9), 324-331.
Kolb, D. A. (1984). Experiential Learning: Experience as a Source of Learning and Development. Eaglewood and Cliffs N. J USA: Prentice Hall
Kolb, A., & Kolb, D. (2017). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.
Kurniahtunnisa, Anggraito, Y.U., Ridlo, S., & Harahap, F. (2023). STEM-PjBL learning: the impacts on students’ critical thinking, creative thinking, communication, and collaboration skills. Jurnal Penelitian Pendidikan IPA, 1(1), 1-4. https://doi.org/10.29303/jjppipa.v1i1.264
Lee, J. (2015). ’Oh, I just had it in my head’: Promoting mathematical communications in early childhood”. Contemporary Issues in Early Childhood, 16(3), 284-287.
Mahanal. S., Tendrita, M., Ramadhan, F., Ismirawati, N., & Zubaidah, S. (2017). The analysis of students’ critical thinking skills on biology subject. Anatolian Journal of Instruction, 2 (2), 21-39.
Moafian, F., & Ganizadeh, A. (2011). A correlational analysis of ELF university students’ critical thinking and self-efficacy. The Journal of Teaching Language Skills, 3(1), 120-149.
Morris, T. (2020). Experiential Learning–a Systematic Review and Revision of Kolb’s Model. Interactive Learning Environments, 28(8), 1064-1077.
Nwoye, A.N., Okeke, S.O.C., & Nwosu, F.C. (2020). Gender and academic retention of secondary school students’ taught electrostatics with computer animated instructional package in Awka education Zone. UNIZIK Journal of STM Education, 3(2), 41-50.
Nwuba, I. S., & Osuafor, A. M. (2021). Effect of experiential learning approach on secondary school students’ academic achievement in biology in Awka Education Zone. South Eastern Journal of Research and Sustainable Development, 4(2), 1–15. https://sejrsd.org.ng/index.php/SEJRSD/article/view/147
Nwuba, I. S., Egwu, S. O., Awosika, F. O., & Osuafor, A. M. (2022a). Secondary school students’ critical thinking ability as correlate of their academic achievement in biology in Awka Education Zone, Nigeria. Human Nature Journal of Social Sciences, 3(4), 201– 210. http://hnpublisher.com/ojs/index.php/HNJSS/article/view/74
Nwuba, I.S., Osuafor, A.M., Egwu, O.S., & Awosika, O.F. (2022b). Promoting Senior High School Students’ Acquisition of Science Process Skills in Biology Using Experiential Learning Approach in Anambra State, Nigeria. Asian J. Interdicip. Res, 5(4), 24-33.
Nwuba, I. S., Egwu, O. S., Awosika, O. F., & Osuafor, A. M. (2023). Examining of crossover instructional strategy toward biology students’ academic performance in secondary schools. Inornatus: Biology Education Journal, 3 (2), 50-59. DOI: 10.30862/inornatus.v3i2.420
Obikezie, M. C., Nwuba, I. S., & Ibe, F. N. (2023). Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry. Eureka: Journal of Educational Research, 2(1), 51-59. https://doi.org/10.56773/ejer.v2i1.16
Okuakaji, M., & Sukolatambaya, (2020) Effect of experiential learning strategy on biology students’ academic achievement in Dutsin-MA Local Government Area of Katsina State in Nigeria. AL-hikmah Journal of Education, 7(10) 20-25.
Owolabi, O., Babatunde, A. E., & Gambari, A. I. (2019). Effects of computer animation instructional package on secondary school students’ achievement in biology in Niger State, Nigeria. Journal of Science, Technology, Mathematics and Education, 15(1), 240–246.
Samuel, N. N. C. (2017). Effect of computer animation and activity-based inquiry learning strategy on chemistry students’ critical thinking and achievement in Otuocha Education Zone. Unizik Journal of STM Education, 2(1), 51-65.
Scogin, S. C., Kruger, C. J., Jekkals, R. E., & Steinfeldt, C. (2017). Learning by experience in a standardized testing culture: investigation of a middle school experiential learning program. Journal of Experiential Education, 40(1), 39–57.
Slameto, (2014). Developing critical thinking skills through school teacher training “training and development personnel” model and their determinants of success. International Journal of Information and Education Technology, 4(2), 161-166.
Watson, G. and Glasser, E.M. (1980). Manual: The Watson Glasser critical thinking appraisal. New York: Harcourt Brace
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Izunna Nwuba
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Research in STEM Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purposes. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
The International Journal of Research in STEM Education's objective is to disseminate articles published as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (International Journal of Research in STEM Education).
The author has a non-exclusive publishing contract with a publisher, and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or International Journal of Research in STEM Education at two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of the International Journal of Research in STEM Education.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Research in STEM Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of the International Journal of Research in STEM Education or its sublicensee.
8. Miscellaneous
International Journal of Research in STEM Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and the International Journal of Research in STEM Education or its sublicensee has become obligated to have the article published. International Journal of Research in STEM Education may conform the article to a style of punctuation, spelling, capitalization, referencing, and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible, and such access will be free of charge for the readers.
