Critical thinking motivation strategies as innovative classroom practices for sustainable environmental development in South Western Nigeria

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dc.contributor.authorOgundiwin, O.A.
dc.contributor.authorOladipo, A.J.
dc.date.accessioned2020-11-19T09:15:08Z
dc.date.available2020-11-19T09:15:08Z
dc.date.issued2019
dc.descriptionStaff Publicationsen_US
dc.description.abstractDeveloping countries such as Nigeria started experiencing serious and complex environmental problems in the 1980s. Some of these problems include: over-population, pollution, unchecked industrialization, abuse of natural resources, flooding, erosion, solid waste disposal, desertification and drought. Thus, research in science education has continued to seek for more effective ways of teaching science in order to ensure environmental sustainability. Therefore, this study examined critical thinking motivation strategies as innovative classroom practices for sustainable environmental development in Southwestern Nigeria. The study adopted pretest-posttest control group quasi-experimental design. Four hundred and fifty one (451) SS2 students from six purposively selected senior secondary schools in southwestern Nigeria were used for the study. The schools were randomly assigned to critical thinking motivation strategies (Pre-theoretic Intuition Quiz and Puzzle Based Learning) and control. Instruments used included: Instructional Guides for Teachers; Students’ Environmental Practices Scale (r=0.82), and Assessment Sheet for Evaluating Research Assistants. Two null hypotheses were tested at 0.05 level of significance. Data collected were analysed using ANCOVA and Scheffe post hoc test. Treatment had significant main effect on students’ environmental practices (F(2,438) = 363.48; p<0.05). Pre-Theoretic intuition quiz enhanced practices scores (=65.34) than PBL (=59.18) and Control (=48.33). Pre-theoretic intuition quiz and Puzzle-based learning strategies improved students’ practices towards sustainable environmental development in Southwestern Nigeria. Based on the findings, the study recommended that Pre-Theoretic Intuition Quiz and Puzzle-Based learning strategies should be adopted as viable strategies for the study of environmental pollution and conservation of natural resources.en_US
dc.identifier.citationOgundiwin, A.O. & Oladipo, A.J. (2019). Critical thinking motivation strategies as innovative classroom practices for sustainable environmental development in South Western Nigeria. KIU Journal of Humanities, Vol, 4(2).en_US
dc.identifier.issn2415-0843
dc.identifier.urihttps://www.ijhumas.com/ojs/index.php/kiuhums/article/view/564
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/8958
dc.language.isoenen_US
dc.publisherKampala International Universityen_US
dc.relation.ispartofseriesKIU Journal of Humanities;Vol.4(2)
dc.subjectSouthwestern Nigeriaen_US
dc.subjectSustainable environmental developmenten_US
dc.subjectPuzzle-based learningen_US
dc.subjectPre-theoretic intuition quizen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleCritical thinking motivation strategies as innovative classroom practices for sustainable environmental development in South Western Nigeriaen_US
dc.typeArticleen_US
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