Assessment of Instructional Objectives, Basic Science and Technology BS and T, Learner Centred, Instructional Technology
Udosen, Idongesit N.
Ekukinam, Thelma U.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA 4.0
Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/
Students’ disinterest in learning of science courses at the secondary school level cannot be remedied if effective teaching methods are not employed at the basic education level. The study aimed at determining the difference between pupils’ performance in Basic science and technology test based on allotted time and standard of performance for each behavioural objective by the teacher during class time activities. The study was an experimental design. The population comprised all teachers in Akwa Ibom State. The sample was based on the criteria of selection of schools under study. One of the schools was kept as a control group while another was kept as an experimental group. The intact classes in School A(control) had 215 pupils while School B (Experimental) had 192 pupils. The lesson notes were researcher-designed for both control and experimental groups. The teachers in the experimental group were then exposed to a pre-demonstration of the lesson plan on Magers’ components of time as a constraint and standard of performance for setting behavioural objectives. The finding revealed that there was significant difference between pupils’ performance in Basic science and technology test in experimental group as the calculated t- value (24.45) was higher than the critical value (1.97), thus the null hypothesis was rejected. It is recommended among others that if as in most instances 35 minutes are allowed for a lesson, the teacher may consider a time chart of 20 minutes for instruction and 15minutes for evaluation during which the instructor actually teaches, allows time for demonstrations and interaction.