Active learning strategies as determinants of pre-service biology teachers’ learning outcomes

Abstract

Available data showed that pre-service biology teachers at Colleges of Education in South-western Nigeria have low achievement in and exhibit negative attitude to population education. Previous studies largely focused on teachers and students’ attitude to population education with minimal emphasis on intervention through group-based interactive learning strategies. This study, therefore, determined the impact of Team-Based Learning Strategy (TBLS) and 5E Learning Strategy (5ELS) on pre-service biology teachers’ achievement in and attitude to population education. The moderating effect cognitive ability was also examined. Theory of Positive Social Interdependence provided the framework, while the pre-test post-test control group quasi experimental design was adopted. An intact class of second year pre-service biology teachers from three federal colleges of education was randomly assigned to TBLS (171), 5ELS (90) and Control (140) groups. Instruments used were PEAT (r=0.80), PTCAT (r=0.81) tests, PEAS (r=0.82) questionnaire, and Instructional Guides. Data were analysed using Estimated Marginal Means, ANCOVA and Bonferroni post-hoc test at 0.05 level of significance. There was significant effect of treatment on achievement (F(2,378)=12.26; partial η2=0.06), also on attitude (F(2,378)=27.90; partial η2=0.13). There was a significant effect of cognitive ability on pre-service biology teachers’ attitude (F(2,378)=3.2; partial η2=0.02). There was a significant interaction effect of treatment and cognitive ability (F (4,376)=2.44; partial η2=0.03) on achievement in favour of high cognitive ability pre-service biology teachers from 5E group. Employing these two strategies to teach population education would be a strategic means of developing and improving pre-service biology teachers’ ability to retain, construct and reconstruct knowledge from learning experiences. This also would help them to solve population issues whether personal or communal within and outside of the classroom.