ASSESSING THE IMPACT OF DIRECT AND INDIRECT PEDAGOGICAL APPROACHES ON SCIENCE LITERACY AND LEARNING EXPERIENCES IN BASIC SCIENCE AND TECHNOLOGY FOR JUNIOR SECONDARY SCHOOL STUDENTS
Keywords:
Direct Approach, Indirect Approach, Science Literacy, Learners’ Experiences, Basic Science and TechnologyAbstract
This study aimed to determine students’ perceptions of pedagogical approaches used by Basic Science and Technology (BST) teachers in junior secondary schools in Enugu State, with a particular focus on their impact on science literacy and learning experiences. A descriptive survey research design was adopted, targeting a population of 3,796 students, from which a sample of 797 (348 urban and 449 rural students) was selected through simple random sampling. Data were collected using a structured questionnaire titled ‘BST Pedagogical Approaches and Science Literacy Questionnaire’ (BSTPASLQ), developed after an extensive review of relevant literature. The questionnaire comprised two parts: Part I collected demographic data, while Part II contained 79 items grouped into five sections (A–E) on a five-point Likert scale, ranging from Very Effective - 5 to Very Ineffective - 1. The instrument was face-validated by three experts from the Department of Industrial Technical Education, University of Nigeria, Nsukka. Internal consistency was established using the Cronbach alpha method, yielding an overall reliability coefficient of .88. A total of 797 questionnaires were administered to students in urban and rural areas with the help of two research assistants. Of these, 741 (93%) were retrieved and analyzed using the Statistical Package for Social Sciences (SPSS). Means and t-test statistics were used to answer research questions and test hypotheses at a .05 significance level. Findings revealed that students perceived both direct and indirect pedagogical approaches as ineffective in enhancing their BST learning experiences and science literacy development. This suggests a need for instructional strategies that actively promote conceptual understanding, critical thinking, and problem-solving skills in science education. Based on the results, recommendations were made, including encouraging BST teachers to adopt pedagogical approaches that foster science literacy, thereby improving the teaching and learning of BST in junior secondary schools in Enugu State.
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