Abstract:
Basic science is taught in primary schools to develop pupils’ capacity for critical thinking and scientific attitude among others. However, studies show that primary school pupils exhibit poor scientific attitude and low achievement in basic science in Abeokuta, Nigeria. Previous studies focused more on factors influencing pupils’ learning outcomes with little emphasis to interventions of homework modes. This study, therefore, was carried out to determine the effects of two modes of homework [Interactive Real Life Homework (IRLH) and Non-interactive Real Life Homework (NIRLH)] on pupils’ learning outcomes (achievement and scientific attitude) in basic science in Abeokuta, Nigeria. The moderating effects of parents’ socio-economic status and school type were also examined.
Cognitive Development Theory provided the framework, while the pre-test–post-test control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Simple random sampling technique was used to select one Local Government Area (LGA) Abeokuta South from the existing two LGAs that make up Abeokuta city. Stratified random sampling was used to select three public and three private primary schools. Primary six was purposively chosen because it is the terminal class, which marks the completion of primary education. Six intact classes (one per school) were randomly assigned to interactive real life (90 participants), non-interactive real life (85 participants) and control (61 participants) groups. Instruments used were Basic Science Achievement Test (r = 0.75), Scientific Attitude Questionnaire (r = 0.88), Pupil’s Participation in Homework questionnaire (r = 0.79) and instructional guides. Data were analysed using Analysis of covariance and Scheffe’s post-hoc test at 0.05 level of significance.
The pupils from private schools’ mean age was 9.5 ± 0.5 years, whiletheir counterparts from public schools was 11.0 ± 0.7 years. There was a significant main effect of treatment on pupils’ achievement in basic science F(2, 223) = 4.37; partial ῆ2 = 0.04). Pupils exposed to IRLH had the highest achievement mean score (14.11), followed by NIRLH (14.09) and control (12.66) groups. There was no significant main effect of treatment on scientific attitude. The main effect of school type was significant on scientific attitude (F(1, 223) = 7.50; partial ῆ2 = 0.04). Pupils in public schools had higher scientific attitude mean score (13.87) than their counterparts in the private schools (12.79). There was a significant two-way interaction effect of parents’ socio-economic status and school type on scientific attitude (F(1,223) = 4.53; partial ῆ2 = 0.05) whereby, pupils from low socio-economic status had higher attitude mean scores in IRLH. There were no three-way interaction effects of treatment, parents’ socio-economic status and school type on achievement in and scientific attitude to basic science.
Interactive and non-interactive real life homework were effective in enhancing primary pupils’ achievement in and attitude towards basic science in Abeokuta, Nigeria regardless of parents’ socio-economic status. Primary school teachers should therefore, adopt these modes of homework for improved achievement in basic science and development of positive scientific attitude.
