Learning Strategies and Integrated Science Students Scientific Literacy Level in Colleges of Education, NorthCentral, Nigeria

Abstract

The paper examined the impact of Integrated Learning Strategies on the scientific literacy of college science students. The study adopted a quasi experimental design using intact classes. Two research questions and hypotheses were each asked and tested. The population for the study comprised all colleges of education in north-central Nigeria; two colleges were randomly sampled by the use of table of random numbers. A total of 80 students formed the experimental group and 100 students formed the control
group. A science literacy test validated with a reliability index of .74 was administered before and after the intervention and scored for data pool. The data collected were analysed using descriptive and inferential statistics at p<0.05 level of significance. Results showed that the scores obtained by the experimental group exposed to the Integrated Teaching Strategy were higher than the scores of the control group on the basis of scientific literacy and that there was a significant difference in the scores of the experimental and control
groups. It was also found out that there was no significant difference in the scores of male and female colleges of education science students with reference to scientific literacy. It was recommended that the use of Integrated Learning Strategies should be encouraged since it can improve scientific literacy and it  is gender friendly.