EFFECTS OF TRANSFORMATION LEARNING STRATEGY ON JUNIOR SECONDARY TWO STUDENTS’ INTEREST IN BASIC SCIENCE AND TECHNOLOGY IN KACHIA KADUNA STATE, NIGERIA

Abstract

The Basic Science and Technology curriculum states that the teaching should be done in such a way that make students develop interest and become prepared for further studies in science and technology at the higher levels. This can be done by relating students’ experiences with what they are learning by using local examples. Therefore, the purpose of this study was to investigate the effects of transformation learning strategy on Junior Secondary two students’ interest in basic science and technology in Kachia-Kaduna State, Nigeria. Quasi-experimental pretest posttest non randomization experimental control groups’ research design was adopted. The population for the study was 2,210 (1,190 males and 1,210 females) junior secondary two (JSS2) students offering basic science and technology in all the 22 public junior secondary schools (coeducational) in Kachia-Kaduna State. Purposive Sampling Technique was used to draw a sample of one hundred (47 female and 53 male) JS2 students in two intact classes. Two research questions and two research hypotheses guided the study. The instrument used for data collection was Students’ Interest in Basic Science and Technology Scale (SIBSTS), the  instrument was scrutinized using two experts; the reliability of the instrument was established using Cronbach Alpha method and found to be 0.879. Findings revealed that the mean scores of experimental group interest improved more than that of the control group after exposure to treatment and that male students had higher interest mean scores than female students. The researchers concluded that transformation learning strategy is an effective method of teaching for improving students’ interest. They recommended that Basic Science and Technology teachers should adopt the use of transformation learning strategy to enhance students’ interest and sustain them in Basic Science and Technology subject irrespective of their gender.