REMEDIATING STUDENTS' MISCONCEPTION AND ACHIEVEMENT IN BASIC SCIENCE VIA SCIENCE WRITING HEURISTICS AND PEER REVIEW INSTRUCTIONAL STRATEGIES IN DELTA STATE

The research adopted quasi-experimental design. Treatment groups were formed from intact classes. It had three groups: two experimental and one control. The students in the first experimental group were taught Basic Science using science writing heuristics instructional strategy (SWHIS), while the students in the second experimental group received instruction using peer review instructional strategy (PRIS). The students in the control group received instruction utilizing conventional lecture instructional strategy (LIS). The three groups were pre- and posttested before and after treatment. The study included a population of 174,570 students enrolled in the JSII. The study included a total of 328 SSII Basic Science students from six public coeducational secondary schools in Delta State. The schools were chosen through the implementation of a simple random sampling technique. Two-Tier Basic Science Test (TTBST) was used for data collection in this study. TTBST was used to measure students’ misconception and achievement in Basic Science. Face validity of the TTBST was determined by three specialists. Content validity was determined using a table of specifications. The discriminating and difficulty indices of the instrument were determined to prove construct validity. TTBST reliability was established using Kuder-Richardson 21 since the items are dichotomous, which yielded 0.77 and 0.72, for the achievement and misconception segments respectively. TTBST was administered as pre- and post-test before and after treatment and the scores obtained were analysed using Analysis of Covariance (ANCOVA). The results revealed a significant difference in the mean misconception and achievement scores among students taught Basic Science using science writing heuristics, peer review and lecture instructional strategies, in favour of science writing heuristics and peer review instructional strategy. The study concluded that teaching Basic Science using science writing heuristics and peer review instructional strategies leads to superior academic achievement and a reduction in misconceptions compared to the traditional lecture instructional strategy. Hence, it was recommended among others that educators should incorporate science writing heuristics and peer review instructional strategies into their instructional practices. These strategies encourage students to actively engage in scientific thinking and problem-solving, fostering a deeper understanding of Basic Science.