Effect of Argumentation Based Science Learning on Students Conceptual Understanding of Ecology in Senior Secondary Schools

Abstract

While educators emphasize that the conceptual understanding of ecology is important, researchers have noted that the learning of ecology related concepts is relatively difficult. As part of the contribution to arrest the situation, this study was designed to determine the effects of Argumentation Based Science learning (ABSL) on student conceptual understanding of Ecology. The study used a quasi-experimental non- equivalent control group’s pre-test and post-test design. The study was carried out in two randomly selected co-educational secondary schools in Uvwie local government area of Delta State. The sample for the study consisted of 94 (SSI) students from two randomly selected intact classes in the sampled schools. Data for the study were collected with a Two-Tier Multiple Choice Diagnostic instrument. The instrument was subjected to face and content validity. The two intact classes of 44 and 50 students each were assigned to experimental group and control group respectively. Research questions were answered using mean and percentage. Hypotheses were tested using inferential statistics t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings from the study revealed that Argumentation Based Science learning enhanced student’s conceptual understanding of Ecology more than the traditional method of teaching. Recommendation and suggestion for further study were made based on the findings of the study.