The Future of Education

Edition 12

Accepted Abstracts

Impact of Decol Thinking Conceptual Training Model on Teachers’ Questions and Pupils’ Length of Self Expression in the Classroom, in Jos South Local Government Plateau State.

Grace Azumi Chollom, University of Jos (Nigeria)

Akinmade Christopher Tony, Department of Science and Technology Education Faculty of Education University of Jos (Nigeria)

Abstract

The study investigated the impact of Decol Thinking Conceptual Training Model on teachers’ questions in relation to pupils’ length of self expression in the classroom, in Jos South Local Government, Plateau State. The sample for this study comprises basic primary five pupils. The sample was randomized between experimental and control groups. A total of 120 basic primary five school pupils were exposed to the Decol Thinking Conceptual Training Model (experimental group), while 108 pupils were not exposed to the Decol Thinking Conceptual Training Model. A pre-test-post test control group research design was used.  Observation through recording of classroom questioning interactions between teachers and their pupils was used as instrument for data collection. In addition, a cool Edith programme was used to measure the length of pupils’ self expression in response to basic science teachers’ questions. Four research questions were asked and two null hypotheses were tested. Using chi-square statistic, the results show that the Decol Thinking Conceptual Training Model produced a significantly positive effect on the questioning behaviours of primary five basic science teachers’ questions as well as on pupils’ length of self expression to teachers’ questions in science. It was recommended that both basic primary school science teachers and pupils should be exposed to Decol Thinking Conceptual Training Model in order to enhance pupils’ thinking skills promote understanding of basic science concepts and facilitate successful living in the society.

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