Cognitive Coaching A Tool for Boosting Students' Achievement in Basic Science
Keywords:
Cognitive Coaching, Self-Concept, Achievement, Conceptual Change, Basic scienceAbstract
As part of the sustained efforts by science educators at improving learners'
academic achievement, this paper examined the effectiveness of Cognitive
coaching as a conceptual change strategy in teaching and learning of
Basic Science. 154 male and female students from 4 intact classes taken
from 4 randomly selected junior secondary schools in Kwara state, Nigeria,
participated in the study. 2 students randomly selected from each treatment group were made to participate in a video recorded debriefing protocol.
One research question was answered while three hypotheses were tested.
Three instruments were developed and validated to track students
conceptual change process in the study. These include: Self-Concept
Inventory, Basic Science Cognitive Achievement Test and a Basic Science
Conceptual Change Debriefing Protocol. Results revealed an improvement
in conceptual understanding of selected concepts in the Cognitive coaching
group over those in the Conventional group. It was recommended that
students should be encouraged by their teachers to develop confidence in
themselves since their participation in Cognitive coaching will enable them
to communicate their thoughts in simple correct language of discussion. It
will also encourage them to take control of their learning therefore resulting in improved performance.
References
Adesoji, F. A. (1999). Knowledge of Integrated Science of pre-requisite capacity for first year senior secondary school sciences and implication for teacher education.
Abimbade A. Ed. Teacher and Teacher preparation in the Twenty first century.
Development of Teacher Education. 77-81.
Aladejana, F. (2007). The implication of ICT and NKS for science teaching: Whither Nigeria. Complex systems. 17. 113-124.
American Association for the Advancement of Science/project 2061 (1993). Benchmarks for science literacy American Association for the Advancement of Science. New York: Oxford University press.
Anyanechi, M. E. C. (2008). Teaching science in Nigerian secondary schools using a
constructivist model. Educational Research and Review. 3(7), 242-245. http.//
www.academicjournals.org/ERR.
Aremu, O. D. (1997). Effects of two Group Counseling Approaches on Self-concept, Locus of control and Attitude of Selected Adolescents Towards Science. PhD. Thesis. Dept of Guidance and Counseling, University of Ilorin.
Asan, A. (2007). Concept mapping in science class: A case study of fifth grade students. Educational Technology and Society. 10:1. 186-195.
Busari, O.O. (1991). Sustaining Student's Interest in Science. Influence of Cognitive and Teacher Variables. Journal of Science Teachers Association of Nigeria 27.1:7-13.
Costa, A. L. and Garmston, R. J. (1994). Cognitive Coaching: A foundation for Renaissance schools. Norwood. MA Christopher-Cordon publishers, Inc.
Edwards, J. L. (2005). Research on cognitive coaching excerpted from cognitive coaching: A synthesis of the research on 28/6/2010.
Ellison, J. and Hayes, C. (2006). Effective school leadership: Developing principals through cognitive coaching. Norwood, M. A.: Christopher-Gordon. Book study questions (PDF file).
Federal Republic of Nigeria (FGN). (2004) National Policy on Education (4th ed). YabaLagos: NERDC Press, Nigeria.
Georghiades, P. (2002). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research. 42, 119-139.
Gerner, R. (1990). When children and adults do not use learning strategies: Towards a theory of settings. Review Educational Research. 60, 517-529.
Guay, F., Marsh, H. W. and Boivin, M. (2003). Academic self-concept and academic
achievement: Developmental perspectives on their causal orderly. Journal of
Educational Psychology, 95 (1), 124-136.
Ige, T. A. (1998). Concept mapping and problem-solving teaching strategies as determinants of learning outcomes in secondary school Ecology in Nigeria. Unpublished Ph.D Thesis. University of Ibadan, Ibadan.
Lorch, R. F., Lorch, E. P. and Klusewitz, M. A. (1993). College students' conditional
knowledge about reading. Journal of Educational Psychology, 79, 35-40
Marsh, H. W. (2003). A reciprocal effects model of the causal ordering of academic selfconcept and achievement. Paper presented at NZARE AARE, Auckland, New
Zealand. November, 2003 MAR03755.
National Research Council (2000). National Science Education Standards. Washington DC: National Academy Press. Nigerian Educational Research and Development Council (Nov. 15, 2007). NERDC releases UBE curriculum, make civic education compulsory 23. Nigerian Tribune. Retrieved March 14, 2008.
Salami, S.O. (1987). Effects of Mastery Learning and Counseling on Learning Outcomes in Chemistry. PhD. Thesis. University of Ilorin.
