Teachers Cognitive Questioning Styles And Their Effects On Academic Achievement Of Junior Secondary School Students In Integrated Science In Giwa Inspectorate Division

This study investigated the effects of teachers’ cognitive questioning styles on academicachievement of Junior Secondary School Students in Integrated Science. A quasiexperimentalpretest, posttest and post-posttest research design was used for the studywhich featured two groups of integrated science students. One hundred JSS II studentsrandomly selected from two schools in Giwa Inspectorate Division of Kaduna Stateformed the study sample. They were taught integrated science concepts using low-leveland high-level cognitive questioning styles. Performance of the two groups werecompared using their posttest and post–posttest mean scores. Four null hypotheses weretested using t-test statistics at a significance level of P≤0.05. Integrated ScienceAchievement Test (ISAT) with reliability coefficients of 0.85, was used to collect datafor the study. The following findings were obtained from the study: (i) There was nosignificant difference in the mean scores of students taught using low-level and high-levelcognitive questioning styles. (ii) Male students performed significantly better than femalestudents when taught using low-level cognitive questioning styles. (iii) There was nosignificant difference when male and female students were taught using high-levelcognitive questioning styles. (iv) There was significant difference in the mean scores ofstudents retention ability when taught using low-level and high-level cognitivequestioning styles, in favour of those exposed to high-level questioning styles. Based onthe above findings, recommendations were made among which are the need forIntegrated Science teachers to endeavour to use both low-level and high-level cognitivequestioning styles in the teaching and learning of Integrated Science

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