Abstract:
This study combines cooperative group formation with Kolb's learning styles to
enhance the academic performance of student-teachers in integrated science. A
sample of 56 level 300 upper primary student-teachers participated in a seven-week
intervention focusing on heat and temperature concepts. Using a positivist paradigm
and quantitative methods, the study employed Kolb’s learning style inventory (KLSI)
and a one-group pre-test/post-test design with purposive sampling technique. The
results revealed varying conceptual difficulty across learning styles, with converging
learners facing higher challenges. MANOVA analysis showed significant differences
in conceptual comprehension, with accommodation learners understanding phase
change and heat better than converging learners. Diverging learners exhibited superior
understanding in heat transfer and heat and temperature. A statistically significant
difference was observed between pre-test and post-test scores for the diverging [t (13)
= 0.00, p < 0.05], assimilation [t (13) = 0.00, p < 0.05], converging [t (13) = 0.00, p <
0.05], and accommodation [t (13) = 0.00, p < 0.05] learning styles based on paired
sample t-tests. Specifically, large effect sizes were found for assimilation (d = 3.017)
and converging (d = 3.258) learning styles. Post Hoc analyses underscored the
effectiveness of cooperative group formation for assimilation and accommodation
learners across multiple concepts. The study rejects the null hypothesis, highlighting
significant differences in conceptual understanding among student teachers with
different learning styles. Student-teachers perceived cooperative group formation
positively, recognising its benefits for their learning experiences. Recommendations
include integrating cooperative learning activities into instruction, considering diverse
learning styles, and familiarising with Kolb's theory to personalise learning
experiences. These findings contribute to enhancing teaching and learning practices in
integrated science education
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School
of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Science Education)
in the University of Education, Winneba