COGNITIVE COACHING: A TOOL FOR BOOSTING STUDENTS' ACHIEVEMENT IN BASIC SCIENCE
Ige, T. A. and Arowolo Jacob Gbemiga
Journal Title:Journal of Research in Education and Society
As part of the sustained efforts by science educators at improving learners' academic achievement, this paper examined the effectiveness of Cognitive coaching as a conceptual change strategy in teaching and learning of Basic Science. 154 male and female students from 4 intact classes taken from 4 randomly selected junior secondary schools in Kwara state, Nigeria, participated in the study. 2 students randomly selected from each treatment group were made to participate in a video recorded debriefing protocol. One research question was answered while three hypotheses were tested. Three instruments were developed and validated to track students conceptual change process in the study. These include: Self-Concept Inventory, Basic Science Cognitive Achievement Test and a Basic Science Conceptual Change Debriefing Protocol. Results revealed an improvement in conceptual understanding of selected concepts in the Cognitive coaching group over those in the Conventional group. It was recommended that students should be encouraged by their teachers to develop confidence in themselves since their participation in Cognitive coaching will enable them to communicate their thoughts in simple correct language of discussion. It will also encourage them to take control of their learning therefore resulting in improved performance.