EFFECT OF FOUR MODE APPLICATION TECHNIQUES ON ACHIEVEMENT RETENTION AND MULTIPLE INTELLIGENCES OF STUDENTS WITH DIFFERENT LEARNING STYLES IN BIOLOGY

Abstract

This study investigated the effect of Four Mode Application Techniques (4MAT) on achievement, retention and multiple intelligences of students with different learning styles. To guide the study, nine research questions were posed and nine hypotheses were formulated and tested at 0.05% probability  level.  Quasi-experimental  design  was  adopted  for  the study,  specifically  the non- equivalent control group design. The study was carried out in Abakaliki Local Government Area of Ebonyi State.  A sample size of one hundred and thirty nine (139) SSII Biology students were used for the study. This sample was drawn using purposive sampling technique. Two groups of students were used for this study, they are experimental and control groups. The experimental group were taught using 4MAT and the control group was taught using the conventional lecture method. The treatment  lasted for six weeks.  Three  instruments  were  used  for data  collection  in  this study namely:  Biology  Achievement  Test  (BAT),  Multiple  Intelligence  Inventory  (MII)  Students  and Teacher  Interview  Schedule  (STIS).  The  same  test  (BAT)  was  used  as  pretest,  posttest,  and retention test. At each stage after the pretest, the items were reshuffled. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results of the study revealed that there was a statistically significant main effect for instructional methods on mean achievement score of students in biology F(7, 138) = 11.500, p<.000, there was a statistically significant main effect for instructional methods on mean retention score of students in biology F(7, 138) = 43.160, p<.000, there was a statistically significant main effect for instructional methods on Multiple Intelligence (MI) score of students in biology F(7, 138) = 39.986, p<.000. Also, there was no significant main influence of gender on students achievement in biology F(1, 138) = .433, p>.512. There was no significant main influence of gender on students retention in biology F(1, 138) = .831, p>.364, there was a statistical significant main influence of gender on students multiple intelligences in biology F(1, 138) =  4.184, p<.043, there was no statistical significant main interaction effect of method and gender on mean achievement score of students in biology F(7, 138) = 1.826, p>.088, there  was  no  statistical  significant  main  interaction  effect  of  methods  and  gender  on  mean retention  score  of students  in  biology  F(7, 138)  = .996, p<.437,  and  there  was a  statistical significant main interaction effect of method and gender on MI score of students in biology F(7,

138) = 2.473, p<.021. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations  were equally proffered among others that science teachers, science educators and authors and textbook writers should adopt 4MAT when teaching or writing of textbooks to enhance students’ achievement, retention and Multiple Intelligence. The limitations of the study and suggestions for further studies were equally made.

CHAPTER ONE

INTRODUCTION

Background of the Study

Biology is a branch of natural science that deals with the study of living organisms, their structures, functions, evolution, distribution and interrelationships. Biology occupies a unique position in the secondary school education curriculum because of its importance as science of life.  In  Nigeria,  the secondary school Biology  curriculum  is designed  to  continue  students’ investigation into natural phenomena, deepen students’ understanding and interest in biological sciences  and  to  encourage  students’  ability  to  apply  scientific  knowledge  to  everyday  life (Federal Ministry of Education, 2009). Biology is an important science subject and stands as the bedrock   to   the   learning   of   other   science   courses   like   Medicine,   Pharmacy,   Nursing, Biochemistry, Genetics and Agriculture that are of great economic importance to the nation. Besides the importance of Biology as the science of life, it is one of the science subjects that are mostly preferred by many students in secondary schools. For this reason, Biology has a very high enrolment of students in the external examination (West African Examination Council, 2011).

The objectives of the Biology curriculum according to the National Policy on Education is to prepare students to acquire: adequate laboratory and field skill in Biology, meaningful and relevant knowledge of Biology, the ability to apply scientific  knowledge to everyday life in matters  of  personal  and  community  health  and  agriculture  and  reasonable  and  functional scientific attitude. In pursuance of the above stated objectives of biology curriculum, the contents and context of the curriculum  place emphasis on  field studies, guided  discovery,  laboratory techniques and skills along with conceptual attitude (Federal Ministry of Education, 2007). To achieve these objectives of the Biology curriculum, emphasis should be placed on the teaching

and learning process in other to allow students develop their highest potentials (Pratoomtong,

2011).  Caine  (2002)  posited  that  good  teachers  should  organise  classroom  activities  that emphasize on active role of the learners to construct their own knowledge and understanding through interacting with the environment around them. However, these activities should be interesting to learners and appropriate for their developmental level so that they can use their whole brain to participate in them, which will in turn improve their academic achievement.

Studies have shown that Biology teaching does not always employ effective instructional approaches in teaching the subject (Nwagbo, 2001 and Nwosu, 2001).  This has led to situations where students cannot be able to apply the knowledge of biology into real life situations. Agame (2010)  posited  that  in  most  secondary  schools,  teaching  methods  are  mainly  based  on inappropriate   instructional   approach,   which   requires   teachers   to   give   explanation   or demonstration while students usually focus on textbook reading, note taking and memorization of facts. Moreover, test results in biology shows that learning ability of the students taught in this way falls below expectation. Evidence has shown that there is high rate of failure in Biology examinations, which could be traceable to the quality of teaching (More, 2003). The report of West African Examination Council (WAEC) on the Senior Secondary School Certificate Examination (SSCE) (2007-2010) on students’ achievement in Nigeria revealed low academic achievement in biology WAEC Chief Examiner’s report (2007-2012). This poor achievement of students in biology at the senior school certificate examination leaves one in doubt about the effectiveness of instructional approaches employed by the biology teachers for the teaching and learning  of biology  Nwagbo  (2001)  stated  that  most  biology  teachers  use  the  conventional lecture methods in teaching of the subjects. Nwosu (2001) also stated that the use of lecture methods does not allow for active learner participation in the classroom. In order to enhance

students’ achievement and active participation in the learning process in Biology, much attention should  be placed on student’s learning styles and their impact on the teaching and learning process.

Learning style is an individual’s unique ways of perceiving and processing information. According to Reynolds (2007), learning style is an individual’s natural or habitual pattern of acquiring and processing information in learning situation. The notion of learning style and its implications in education is not new in the education system (Reynolds, 2007). Learning style specifically deals with each individual’s characteristic styles of acquiring knowledge  (Byrne,

2002).  Learning  style  is  also  an  individual’s  special  way  of  understanding  and  applying information gathered during the teaching and learning process. Dunn and Griggs (2000) stated that serious consideration is rarely paid to the existence of differences in learning styles and their impact on teaching and learning, with few attempts being made to systematically incorporate learning styles into teaching. Ubah (2012) reported that knowledge of the existing learning styles among students could increase their academic success. Reynolds (2007) proposed that matching learning styles and instructional methods could lead to improved learning. More importantly, Rochford (2004) and Ingham (2003) posited  that students’ knowledge of their learning style preferences could improve students’ rate of retention of information. Students preferentially take in  and  process  information  in  different  ways: by seeing and  hearing,  reflecting  and  acting, reasoning logically and intuitively; and analyzing and visualizing. This shows that every student has a peculiar learning style.

In  the  classroom,  students  come  in  with  their  different  learning  styles  and  all  the dominant  learning styles  needs  to be addressed  during  the learning process  (Merrill,  2003). When teachers are considering the design of a learning process for active learning classroom

environment, there is need for them to be aware of the impact of learning styles of students to create  an  enabling  environment  for  learning  to  take  place.  Brown  (2003)  stated  that  if instructional design match students’ learning style preferences, it could have a positive impact on students’ achievement. In addition, Roy (2007) stated that recognizing students’ learning style could  help  teachers  to  develop  course  structures  that  will  provide  a  better  fit  between instructional  goals  and  student’  ‘learning  style  preferences.  The  importance  of  recognising students learning styles in classroom learning environment can be highlighted by stating that the teacher places emphasis on intuition, feeling, sensing, and imagination, in addition to traditional skills  of analysis,  reason  and  sequential  problem  solving.  The  teacher  designs  instructional methods to connect with different learning styles, using various combinations of experience, reflection, conceptualisation and experimentation. Finally, the teacher employs variety of assessment techniques, focusing on each of the different learning styles and the development of the whole brain capacity (Brown, 2003).

Structurally, the human brain is made up of right and left hemisphere. The human brain functions in many ways; it acts as two brains (right/left) hemisphere and it is the way individuals experience the world around them. Brain research has found out that the two hemispheres of the brain (left/right) process information differently, both hemispheres are equally important in terms of whole brain functioning and individuals rely more on one information-processing mode than the other, especially when they approach new learning (Chatuporn, 2002). The left hemisphere is dominant with regard to language and logical processing, while the right hemisphere handles spatial perception. There is evidence that each brain hemisphere has its own distinct functions, a division referred to as lateralization (Chatuporn, 2002). The left hemisphere is serial, analytic, rational, systematic and verbal. Analysis and planning are key strategies in the left hemisphere.

In this mode, problems are solved by looking at the parts and sequence is critical. The right hemisphere  on  the  other hand  is  global,  visual  and  holistic;  it  is  able  to  see  patterns  and connections. The right mode processing seeks patterns and solves problems by looking at the whole picture. Intuition, belief and opinion are key processing strategies of the right hemisphere.

To illustrate the importance of whole-brain functioning, Campbell (2008) remarked on how the human mind forms its notion by mixing up its own nature with the nature of things around them. For example, when scientists engage in explicit theory development, they observe and  use  logical  reasoning.  However,  during  the  discovering  phase  that  must  precede  the definitive process of creating a new theory, they often use illogical reasoning which reflects their own  subtle  biases.  The  reality  is  that  individuals  approach  learning  with  the  whole  mind, intuition, belief and subjectivity intact.

The above line of thought on brain hemisphericity and the knowledge of learning style led  to  a research  by Bernice  McCarthy  in  1972  about  the best  way to  teach  learners  in  a classroom.  This  brought  about  the  development  of the  Four  Mode  Application  Techniques (4MAT). 4MAT is an instructional model that provides a systematic approach to organising and delivering instructions in a manner that addresses the learning styles and hemispheric preferences of students.   4MAT is an eight-step instructional model that capitalizes on individual learning styles  and  brain  dominance  processing  preferences.  Inherent  in  the  4MAT  are  two  major premises: one is that people have major learning style and hemispheric (right mode and left mode) processing preferences; secondly, teachers should design and use multiple instructional strategies in a systematic framework to teach to these preferences in other to improve teaching and learning.

In  4MAT  lesson,  there  is more  interactive  exchange  of information  than  just  giving formation; there is greater appreciation for diversity as a positive outcome to enhance learning and there is deeper sense of responsibility for student during the learning process. The 4MAT is a conceptual framework of teaching and learning that is grounded in the works of John Dewey (experiential learning), Carl Jung (theory of individualization), and, most directly, David Kolb (experiential learning theory) (McCarthy 1987). 4MAT identifies four interrelated learning styles based on how individuals perceive and process new information. Its premise is that individuals learn primarily in one of the four different, but complementary ways based on how they perceive and process information (McCarthy & McCarthy, 2006). McCarthy identified these four learning styles as Imaginative Learners (Type One Learners); Analytic Learners (Type Two Learners); Common Sense Learners (Type Three Learners); and Dynamic Learners (Type Four Learners), based on Kolb’s experiential learning theory thus, divergent, assimilative, convergent and accommodative learning style respectively.

Imaginative Learners (Type 1) learn best through personal experience. They benefit from opportunities to find meaning in what they are learning and they enjoy discussing their beliefs, feelings, and opinions with others. The type I learners are reflective in nature, learn primarily through dialogue and are skilled at perspective taking and are sensitive to the needs of others. Analytic  Learners  (Type 2) approach  learning  in  a logical, organized  manner by examining details and specifics. As students, they often excel in a traditional classroom setting. Analytic Learners enjoy reflecting on new ideas and connecting new learning to other information they know to be true. The type 2 learners are logical in nature, enjoy formulating theories and models, strive for precision and prefer teachers that do so as well. Common Sense Learners (Type 3) learn  by doing.  When  presented  with  new information  they immediately  focus  on  practical

applications. These learners are active, preferring to get right to work in the classroom and dislike assignments that do not have an obvious purpose or application. These learners learn best when provided with hands-on, experiential learning opportunities. Dynamic Learners (Type 4) are active learners, enjoy taking risks and learn primarily through self-discovery. These learners like to connect their learning to things that matter in their lives. They enjoy synthesizing information and applying their learning in new ways. When properly sequenced, the dynamic learning styles provide a natural framework for teaching and learning. Dynamic learners prefer doing and feeling things, they seek hidden possibilities, they explore learning by trial and error and they engage in self-discovery (McCarthy, 1983).

These four types of learners would learn best if they are taught how to learn like each other at the same time in other to make learning successful, i.e. the type one learner has to learn how type two, three, and four learners learn. The teachers have to travel the 4MAT cycle with a spin to fully engage all the learners in the activities of the four diverse learners. The use of

4MAT teaching model has been supported by research in elementary and secondary and more recently in higher education classrooms (Wilkerson and White, 1988; Blair and Judah, 1990).

4MAT  also  integrates  learning  style  with  brain-based  processing  strategies  and  provides systematic model of planning instruction, which assumes that individuals learn in different but, identifiable  ways  and that engagement  with  a variety of diverse  learning  activities  result in higher levels of motivation and performance. 4MAT model moves beyond enhancing students’ self-awareness of their learning strengths and weaknesses, to a framework students can use to adapt to the variety of teaching styles and disciplines required of today’s college students. Based on this idea McCarthy developed the 4MAT system and added two new views to Kolb’s model concerning the way the brain works (right/left mode) (McCarthy, 1990). The 4MAT system is a

teaching model based on research on brain function to create a practical teaching method for maximizing human learning and potential.

Nevertheless, with 4MAT, teachers can facilitate critical dialogue to have students make interpersonal and intrapersonal cognitive development for themselves, by themselves and with each other (Campe, 2006).  Learners will therefore work in small groups or at times work alone and use their intelligences; visual, interpersonal, musical, bodily kinaesthetic, intrapersonal, linguistic, natural and logical to work at their own pace and create, build, evaluate and extend their learning (McCarthy, 2006). Holistically 4MAT instructional model relies upon learning loop, which  includes  four types of students  introduced  by McCarthy and  the right  and  left hemispheres of the brain, which makes learning a constant process. According to the model, the loops called 4MAT impeller or 4MAT quadrant is divided into eight steps and it is designed as a process  that  is  made  up  of activities,  which  are  appropriate  for  the  four  types  of students (learning style) (McCarthy, 2005) see Figure 5, page 44. In this loop, while the teacher is going around the impeller, the teacher teaches according to learner’s personal differences by utilizing the educational strategies that are appropriate for each student such as experimentation, group discussion, classroom interaction, lecture and other strategies that can stimulate the activities of the two hemispheres (Brent, 2005).

Consequently,  teachers  should  design  a  framework,  which  encompasses  the  4MAT

learning wholly and considers the individual differences among the students (McCarthy, 2003,

2005; Yenice and Saracaloglu, 2009). 4MAT can be best applied when the skills of the teachers are developed and the education is structured in a way that is suitable for multiple methods to be used, so that the students will receive every style of learning (Yenice and Saracaloglu, 2009).

4MAT requires teachers to present teaching appropriately for each of the four learning styles so

that  they can  develop  other learning  styles, use their own  learning styles  well  and  become successful.

McCarthy concluded that the full cycle of a lesson based on 4MAT would include eight activities, accommodating  each of the four types of learning using both  left and  right brain dominance in each quadrant. Such lessons highlight the style of each learner for some fraction of the whole, and rotation between left and right brain activities gives prime time to the different orientations,   which   would   lead   to   whole-brain   performance,   see   fig.  6,  page  51.  By superimposing right and left hemispheric preferences on each of the four quadrants, eight step cycles is formed. According to the model, if the teacher follows the cycle, learning style and hemispheric preference of each individual would be addressed at least one fourth of the instructional times. During other parts of the cycle, the learner will be “stretched” on learning how to solve other problems (McCarthy, 2006). 4MAT system engages students to construct their own idea and promotes multiple intelligences of students. When using the model, teachers can implement a number of steps in their teaching. The eight steps involved in 4MAT include; connect, explain, image, inform, practice, extend, refine and perform. As the lesson proceeds, instructions that can stimulate the function of the two hemispheres of the brain are introduced into the lesson. When using 4MAT model, learning activities are structured in a way that it will address the eight steps as proposed by the model. To this effect, the present study sort to find out if the model could enhance students’ acquisition of multiple intelligences owing to the nature of activities involved in it.

The concept of human intelligences has recently begun to be conceptualized and looked at in a more integrated way. In 1983, Gardner developed a theory called multiple intelligences that identifies and describes seven distinct ways in which people can represent what they know

and how  they can  do  it. The  concept  of multiple  intelligences  is  very content  and  context oriented, focusing on human potentials, an idea related to the theme “science for all” (Nwosu,

2001). Multiple intelligences refer to a set of skills, which allows individuals to find answers to problems they face. Multiple intelligences theory proposed that individuals have multiple human abilities or multiple intelligences based on a set of eight criteria. The eight intelligences  are verbal-linguistic   intelligence,   logical-mathematical   intelligence,   visual-spatial   intelligence, bodly-kinesthetic intelligence, musical-rhythmic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalistic intelligence (Chan, 2004).

Multiple intelligences are powerful tools in education that revitalize the search for more authentic, student centred approaches to curriculum, instruction and assessment. Multiple intelligences can be used to meet three visions which are to match teaching to the way students learn; to encourage students to stretch their abilities and all their intelligences as fully as possible and lastly to honour and celebrate diversity (Kagan and Kagan, 1998). Multiple intelligences fit comfortably  with  an  open  approach  to  education.  In  order  to  ensure  that  students  develop multiple  intelligences  in  the classroom,  the  teacher should  continually  shifts  the  method  of presentation  from linguistic to spatial to musical and so on, often combining intelligences in creative way. Gardner (1998) stated that if the teacher recognizes multiple intelligences in the classroom,  he/she  can  reach  more  students  and  give  those  students  the  opportunity  to demonstrate what they have understood, thereby making learners the most important focus of the educational system. This is very important especially in the area of sciences were learners are expected  to  find  out  facts,  develop  positive  attitude  towards  science  and  apply  scientific processes  in  their  daily  life.  Gardner  (1993)  stated  that  learning  activities  should  develop

learner’s intelligences and help them reach vocational and avocation goals that are appropriate to their dominant intelligences, especially to improve on student’s achievement.

Academic  achievement  deals  with  the  extent students  have  gained  from  a particular course of instruction. According to Omachi (2000) achievement is the scholastic standing of a student’s performance at a given moment. It has to do with the successful accomplishment of goal(s). The purpose of testing an achievement is to help the teacher and the students evaluate and estimate the degree of success attained in learning a given concept. It is also useful in testing the retention of information and skill. It is equally appropriate in determining the efficiency of instruction. One of the issues at stake in education today is students’ achievement measure in relation to teaching and the overall success of learning outcome. Hassan (2006) pointed out that effective learning and sound academic achievement contributes to national development. It is something of great importance  to parents, teachers  and students themselves; even the larger society is aware of the long term effects of high and low academic achievement since the product of schools are expected to shape the destiny of the society. They can only do this, if they are able to retain what they have been taught in school. Therefore, this study is also interested in finding out the effect of 4MAT on students’ retention in biology.

Retention is an individual’s ability to remember and recall information, materials and experiences learned over time. This acquired materials in the mind need to be preserved in form of images for knowledge to develop. When a stimulating situation occurs, retained images are revived  or  reproduced  to  make  memorization  possible  (Morris,  2000).  Biology  concepts therefore,  need  to  be presented  to  the  learners  in  a  way  or  method  that  touches  their  sub consciousness, which can trigger quick recalling of the concept being taught or learnt. Okeke (2004) stated that teachers could improve retention of concepts and information by explicitly

creating memorable events involving visual or auditory images with projects, plays, simulations and other forms of active learning, to boost student’s retention of the concept. Okeke (2004) further stated that whatever students have retained for about 12 to 24 weeks after instruction, they  might  retain  forever.  In  addition,  the  more  time  that  passes  after  learning,  the  less information will be remembered. This form of forgetting is often referred to as “time decay” (Woolfolk, 1998). For instance, neural connections, like muscles grow weak without use. Okoye (2012) refers to retention as the process of maintaining the availability of new meanings or some part of them. It may be suggested that the amount of the original meaning that will be retained at any  given  point  in  time  is  a  variable  quantity.  Forgetting  represents  a  decrement  in  the availability of an acquired meaning, that describes the loss in availability that occurs between the original establishment of the meaning and its later reproduction. Considering  the two terms, retention is seen as a positive aspect of memory while forgetting is seen as the negative aspect. Frequent reviews and tests, elaborated feedback and active involvement of students in learning projects have been  associated  with  longer retention. Okoye  (2012)  further stated  that active participation during instruction increases learning and retention. This study aims to find out if

4MAT  could  enhance  biology  student  retention  of knowledge.  In  addition,  this  study  will determine if the effect of 4MAT on various variables are gender related or if there is a gender dimension in the use of 4MAT and its various effects and influences.

An issue of contention in Nigeria today is the issue of gender in our society including the educational system. Gender is a set of characteristics distinguishing between male and female, particularly in the cases of men and women which depending on the context, may vary from sex to social role to gender identity (Bland, 2003). According to Okeke (2004) gender is a social or

cultural construct, characteristics, behaviour and role that varies from place to place or culture to culture. It is not like sex, which is biologically determined and universal too.

Gender related issues in science education have continued to receive serious attention judging from the number of studies done to that effect. Babajide (2010) opined that science subjects,  which  include  physics,  biology  and  chemistry,  are  given  masculine  outlook  by educational practitioners. In addition to this, studies by Ogunleye (2002); Ezirim (2006); Okwo and Otuba (2007) show that academic achievement in science subjects depends on gender. However, Nwosu  (2001) found out that student’s acquisition of science process skills is not gender specific. In addition, studies by Ogunleye and Babajide (2011), Agonmuoh & Nzewi (2003) lend credence  to  significant  gender effect in  science  achievement.  Madu  (2004) and Agomuoh  (2010)  found  that  gender  influences  student’s  conceptual  shift  in  favour  of male students.

The issue of gender and students’ academic achievement especially in biology has been inconclusive. Some researchers are of the view that male students perform better than females, others disagree with this view, arguing that achievement is a factor dependent on several factors such as socio – economic background, and teaching method among others. Therefore, one sees that  the  issue  of  gender  has  not  yet  been  resolved  particularly  in  relation  to  students’ achievement in biology, hence the need for further study on that regard, especially when trying out new teaching strategies. In this study, the researcher is interested in using the 4MAT model to design learning activities in Biology and find out its effect on achievement, retention and acquisition of multiple intelligences of students with different learning style. In addition, this study will find out the influence of gender on students’ achievement in biology when exposed to

4MAT instruction.

Statement of the Problem

Over the years, the achievement of students in Biology in Nigeria secondary schools has been very poor. Students’ achievement in Biology in internal and external examination  is on the decline. The  WAEC Chief Examiner Report of 2009 – 2011  indicated  poor achievement of students in biology. The students’ poor achievement in biology could be attributed to so many factors such as poor classroom management, use of gender biased instructional material, lack of adequate instructional materials, lack of adequate laboratory activities, poor teaching methods employed in teaching biology by the secondary school teachers and lack of competent biology teacher. Biology as a science subject is so verse and activity based; it therefore, needs a virile teaching method that can take care of learning styles of the students  In other to overcome the problems of poor achievement, retention and acquisition of multiples intelligences  by students in biology, some researchers have suggested the use of diverse instructional strategies, which may help to enhance students’ achievement in biology. This study seeks to use an instructional model, which could be able to address students learning styles and brain hemispheric preference and provide practice and feedback in ways of thinking and solving problems. The students may not initially be comfortable with this type of instructional strategy, but they will have to use it to be fully effective in the learning process. The use of 4MAT could be a solution to the problem of poor achievement of students in biology. This is because 4MAT is an instructional model that could take care of the differences in the way students learn; instill multiple skill acquisition which could lead to multiple intelligences and enhance students achievement in biology. 4MAT could also enhance students’ ability to retain the biology concepts because it engages students actively during the learning process and gives students the opportunity to construct their own knowledge.  The  problem  of  this  study  therefore,  is  to  find  out  if  the  use  of  Four  Mode

Application Techniques could enhance the achievement, retention and multiple intelligences of students with different learning styles. The study also sort to see if the use of 4MAT could help the streamline the gender differences in students’ performance in Biology.

Purpose of the Study

The main purpose of this study was to investigate the effect of Four Mode Application Technique  (4MAT)  on  achievement,  retention  and  multiple  intelligences  of  students  with different learning style in Biology. Specifically, this study determined:

1.    the effect of Four Mode Application Techniques (4MAT) on  mean achievement scores of students with different learning styles in Biology

2.    the effect of Four Mode Application Techniques (4MAT) on  mean retention scores of students with different learning styles in  Biology

3.    the effect of Four Mode Application Techniques (4MAT) on  multiple intelligences of students with different learning styles in Biology

4.   the influence of gender on mean achievement scores of students taught biology using

4MAT

5.   the influence of gender on mean retention scores of students taught biology using 4MAT

6.   the influence of gender on  multiple intelligence of students taught biology using 4MAT

7.   the interaction effect of methods and gender on mean achievement scores in Biology

8.   the  interaction  effect of methods  and  gender   on students’  mean  retention  scores  in

Biology

9.   the interaction effect of methods and gender on student’s multiple intelligences

Significance of the Study

It is expected that the findings of this study will lay credence to the effectiveness and authenticity of the tenets of the constructivist theory of Piaget, Brunner and Vygotsky’s Social Learning Theory. The finding will help to strengthen the application of these theories in teaching and learning in science subject, specifically in Biology. Constructivism is a theory that explains how knowledge is constructed when new information encounters existing knowledge that had been developed by experiences. From the constructivist view, learning is a constructive process in which the learner builds an internal illustration of knowledge and personal interpretation of experience.  This theory grew out of the learner’s knowledge of their learning styles and how best they learn during the learning process, which is the major basis of 4MAT. In 4MAT system, the teachers use many instructional strategies that will help the learners to construct their own knowledge during the learning process. Following the eight steps involved in 4MAT learning cycle, it is possible for students to practice by themselves and shares ideas with others. The findings of this study will help to strengthen the basic tenets and implications of the theory of constructivism, by validating the theory.

Practically,  the  findings  of the  study will  be  significant  to  the  following  groups: students, teachers, curriculum planners, author and researchers.

The findings of this study could enhance student’s participation in science activities that will increase their acquisition of multiple intelligences, retention and achievement in biology. It could also help students to spend their leisure wisely by engaging in activities that pertains to science, thereby improving the functionality of science. This finding of this study could guide the students on a career path and help them make important decisions that will impact their future.

For the teachers, the study will enable them to understand that even though the traditional science instructions saves time in terms of content coverage, it has also contributed to the myriad

of misconception. It is hoped that the findings of this study would help the teachers to know the efficacy of 4MAT in teaching and learning, so as to be able to apply it to their daily teaching in other to improve students’ achievement, retention and acquisition of multiple intelligence. It will also help  teachers  to present their teaching  in a manner that  would  accommodate  student’s diverse learning style and stimulate the functions of the left and right brain hemisphere. The findings may likewise help to modify the nature of teacher’s interaction with the students, which will in turn help to create the spirit of inquiry among the students. In addition, teachers in all subjects may be willing to try out some multiple intelligence techniques in their classroom if they see positive results from the study.

Furthermore, the study would help curriculum planners to appreciate the need to accommodate  learning styles and  activities that stimulate  the brain hemispheric  functions in designing the school curriculum. The findings of this study will enable them to have some basis for encouraging their teachers to try multiple intelligences in their classrooms, and it can enable them to implement a multiple intelligence-based curriculum

To other researchers, the findings of this study will help them to build their literature and it will serve as a guide to their study.

Scope of the Study

The  study  is  on  the  effect  of  Four  Mode  Application   Techniques   (4MAT)  on achievement, retention and multiple intelligences of students with different learning styles. The study  was  conducted  with  SS  II  Biology  students  in  coeducational  secondary  schools  in

Abakaliki Local Government of Ebonyi State, Nigeria. The biology topics that were taught in this study are Respiratory System and Transport System. The choice of these topics are based on the  WAEC   chief  examiner’s   report   that  student  have poor  knowledge   of  carrying   out experiments, taking readings, making observations and-  drawing  conclusions  on  experimental data; and the chief examiner’s recommendation the teachers should endeavour to expose students to practical classes to familiarize them to-experimental procedures (WAEC, 2008-2012). Hence, the  researcher  chose  theses  topics,  which  involve  experiments  to  help  improve  students’ knowledge of experimental procedures, because the model is activity oriented. The choice of coeducational schools is because gender is a moderating variable of the study.

Research Questions

The following research questions were posed to guide this study

1.   What is the mean achievement score of students with different learning styles taught biology using Four Mode Application Techniques (4MAT) and those taught using conventional lecture method?

2.    What is the mean retention score of students with different learning styles taught biology using   Four   Mode   Application   Techniques   (4MAT)   and   those   taught   using   the conventional lecture method?

3.   What is the multiple intelligences score of students with different learning style taught biology using 4MAT and those taught using the conventional lecture method?

4.   What is the difference in the mean achievement score of male and female students taught biology using 4MAT?

5.   What is the difference in the mean retention score of male and female students taught biology using 4MAT?

6.   What is the difference in the multiple intelligence score of male and female students taught biology using 4MAT?

7.   What is the interaction effect of methods and gender on students’ mean achievement scores in Biology?

8.   What is the interaction effect of methods and gender on students’ mean retention scores in Biology?

9.   What  is  the  interaction  effect  of methods  and  gender  on  biology  students’  multiple intelligences?

Hypotheses

The following null hypotheses were formulated and were tested at alpha level of 0.05.

HO1: There is no significant difference in the mean achievement scores of students with different learning styles taught Biology using 4MAT and those taught with conventional method

HO2: There is no significant difference in the mean retention scores of students with different learning styles taught Biology using 4MAT and those taught with conventional method

HO3:  There  is  no  significantly  effect  of  4MAT  on  multiple  intelligences  of students  with different learning styles

HO4: Gender does not significantly influence the mean achievement scores of students in biology HO5: Gender does not significantly influence the mean retention scores of students in biology HO6: Gender does not significantly influence multiple intelligences of students in biology

HO7: There is no significant interaction effect of methods and gender on mean achievement score of students in Biology

HO8: There is no significant interaction effect of methods and gender on mean retention score of students in Biology
HO9: There is no significant interaction effect of methods and gender on students’ multiple intelligences.

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