EFFECT OF COGNITIVE BEHAVIOURAL INTERVENTION ON AGGRESSION AND VIOLENCE OF PUPILS WITH PROBLEM BEHAVIOURS IN PRIMARY SCHOOL IN ABUJA

Abstract

This study determined the effects two Instructional (project and inquiry) Strategies on students’ science process skills in some selected abstract concepts in Biology. The study adopted the pretest-posttest control group, quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) in Kwara State were randomly selected for the study. Participants were randomly assigned to treatments and control. The instruments used were: Student Acquisition of Science Process Skills scale (r=0.87) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses formulated and tested at 0.05 level of significance. The data collected were analysis using analysis of covariance, the treatment had significant main effect on students’ science process skills on some selected abstract concepts in Biology (F(1, 107) =28.001; p<0.05, partial η2 = 0.344 ) . The female Students showed greater improvements in mean gains of science process skills scores by 10.17 and male students by 9.88. Based on the findings, it is recommended that the biology teachers should employ Project and Inquiry strategies as commonly used strategies in teaching, as it enhances students’ acquisition of science process skills in abstract concepts in biology.