The Interaction of Logical Reasoning Ability and Socio-Economic Status on Achievement in Genetics Among Secondary School Students in Nigeria
The study examined the interaction of logical reasoning ability (cognitive development) and socio-economic status on achievement in genetics amongst secondary school students in Nigeria. Factorial Analysis of variance design with one dependent variable and two independent variables at two levels together with the t-test was used in the analysis of the result. Two hundred and forty senior secondary three (S.S.S III) students randomly selected from six secondary schools in Ethiope East and Okpe Local Government Areas of Delta State, Nigeria, were used as subjects for the study. These were randomly assigned to four groups of sixty students per group. Four research instruments were developed and validated for the study. The result showed that the variables of cognitive development and socio-economic status have positive significant relationship with achievement in Biology. More over, it was also found that cognitive development and socio-economic status are two separate interactive independent variables in science education.
1. Is there any significant difference between the mean score of students in Genetics from upper socio - economic background and those from lower socio - economic background?
2. Is there any significant difference between formal operational students and concrete operational students on achievement in Genetics?
3. Is there any significant difference between the mean score of formal operational level students from upper socio-economic background and those of concrete operational level students from lower socio - economic background on achievement in Genetics? Find more ...
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