Expression Classification

The population of this study comprised all secondary school students‘ in Lagos State, Nigeria. The participants of the study were made up of 284Junior Secondary School students from Education Districts III and V,consisting of 143 males and 141 females.

The Multistage sampling procedure was used to select the sample for the study. First, Lagos State schools were stratified into six education districts (Education Districts I to VI) .Second, based on location, the researcher purposively selected education districts III and V to represent Lagos Island and Mainland schools, using the random sampling technique to identify the sample for this study through balloting. The Junior Secondary Two (JS2) Social Studies students‘were sampled and selected, as intact classes for this study. The criteria for selection of participating schoolsinclude:

(a) Schools that have presented candidates for the Junior Secondary Schools (JSS) Certificate Examination in Social Studies for ten-years.

(b) Schools that have qualified Social Studies teachers with at least Bachelor‘s Degree in Social Studies Education (B.Ed).

(c) Schools in which all the topics to be covered in this study hadnot been taught.

The researcher personally discussed with the Social Studies teachers in these schools.

The criteria for participating in the study were spelt-out to them in form of questions which the teachers answered.

3.5.0 Instruments for Data Collection

The following instruments were used in this study:

(i) Students Knowledge of Climate Change Test (SKCCT)

(ii) Students Attitude to Climate Change Questionnaires (SATTCCQ) (iii) Climate Change Reduction PracticesQuestionnaire(CCRPQ) (iv) Teachers Instructional Guide for Mentoring Strategy (TIGMS) (v) Teachers Instructional Guide for Field Study Strategy (TIGFSS) (vi) Teachers Instructional Guide for Conventional Method (TIGCM)

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3.5.1 Students’ Knowledge of Climate Change Test (SKCCT)

(i) The instrument consisted of two sections. The first was used to obtain background information from the respondents. The second consistedof 20 multiple- choice objective test itemtype (A-D) designed and used to assess the students‘ cognitive domain on climate change concepts and their application of knowledge attained in everyday life.The SKCCT was validated using the Kuder-Richardson formula (K_r 20) and a coefficient of 0.77 was obtained(see appendix i).

Table 3.2:Specification for StudentsKnowledge ofClimate Change Test (SKCCT)

3.5.2 Students’ Attitude to Climate Change Questionnaires (SATTCCQ) This questionnaire was designed to measure the affective domain of the students. The items on this questionnaire can be grouped under the following categories:

(i) Love for and interest in Social Studies and Climate change (ii) Importance of Social Studies and Climate change

(iii) Attitude to the Social Studies teaching and learning process.

(i) Attitude towards the use of mentoring strategy in the teaching and learning of Social Studies.

The SATTCCQ is made up of 20-items to which students‘ responded on a four-point Likert scale StronglyAgreed, Agreed, Disagreed, and Strongly Disagreed [SA; A; D;

and SD respectively]. Items which indicated a positive attitude was graded on points Topic/Concept Remembering Understanding Thinking Total Percentage %

Environment 1,2 (2) 9 (1) 10 (1) (4) 20%

Climate Change

4 (1) 3,7,15 (3) 12,14 ( 2) (6) 30%

Vegetation 5,20 ( 2) 11,19 (2) 13,18 (2) (6) 30%

.Pollution 16,17 ( 2) 6 ( 1) 8 ( 1) (4) 20%

Total (7)35% (7)35% (6)30% 20 100%

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ranging from 1 to 4, while the scoring mode was reversed for items which indicated negative perception.The result of the trial out was analysed based on 21 cases, using the Cronbach-alpha technique; thereliability coefficient of 0.96 was recorded for the SATTCCQ (see appendix ii).

3.5.3 ClimateChange Reduction Practices Questionnaire (CCRPQ)

The Climate Change-PracticesQuestionnaire was designed to measure the students‘psycho-motor domain. The CCRPQ was validated using the Cronbach -alpha technique and a coefficient of 0.96 was obtained.Climate Change Practice Questionnaire includes:

(i) Observing, selecting, locating, understanding and interpreting

(ii) Ability to use available tools such as spade, rake, broom, cutlass and waste bin.

(iii) Ability to evacuate dirt from water channels and garbage spots (see appendix iii).

3.5.4 Teacher’s Instructional Guide for Mentoring Strategy (TIGMS)

The teacher instructional guide was developed by the researcher as a teaching guide written for the participating research assistants in mentoring strategy to ensure uniformity. Each lesson involving mentoring strategy in teaching climate change concepts lasted40 minutes.

Steps in mentoring strategy

Step 1: Clarify the objective of the topic

Step 2: Group formation: The teacher helps in the selection of the mentee. The mentee are grouped based on their ability and pre-test scores.

Step 3: Analyse the issue: This involves identification of climate change concepts.

Step 4: Presentation of the problem: The mentor presents the problem to the mentee briefly and allows the group‘s contribution (think-pair-share).

Step 5: Reframe the problem: After a series of questions, the mentees often with the guidance of the mentor reached a consensus on the most critical and important problem they should work-on.

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Step 6: Determine goal: Once the key issue has been identified, the mentee seeks consensus for the goal. The achievement of the goal would solve the restated problem for the longterm, with positive rather than negative consequences on individual and society(see appendix iv).

3.5.5 Teacher’s Instructional Guide for Field Study Strategy(TIGFSS)

This instructional guide was developed by the researcher as a teaching guide for the participating research assistants for field study strategy to ensure uniformity. Each lesson involving field study strategylasted 40 minutes. The procedure is as follows;

Step 1: Introduction and discussion of the basic concepts as regards climate change.

Step 2: The learner clarifying issues. Five questions were asked to stimulate and direct the field study (inquiry).

Step 3: The facilitator directs the learner to identify sources of information Step 4: The facilitator divides the students into groups;

a. The facilitator helped in the division of the studentsinto groups. Each group consistedof five students of mixed ability.

b. Each group selected their leader who presented the findings.

c. Each group was directed to develop plans on how to involve all the members in the group in collecting facts, arranging and assessing the findings.

d. Each group interacted and proceeded to information gathering.

Step 5: Each group leader spoke for the group;

a. Each group leader asked probing and analytical questions: what, when, why, who and how on each controversial point

b. The facilitator concluded the section based on tasks assigned.

Step 6: Students‘ draw conclusions and make decisions on climate change issues a. The teacher directed the class to conclude in the light of available evidence

from the field study.

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b. The teacher further directed students‘ to re-examine their conclusions with a view to take rational decision, leading to sustainable future (see appendix v) 3.5.6 Teacher’s Instructional Guide for Conventional Method (TIGCM)

This was developed from the course content outline of classroom activities in the school curriculum. The purpose is to ensure uniformity in the dissemination of climate change concepts through conventional method.

Step 1: The teacher specified the topic to teach.

Step 2: The teacher stated instructional objectives Step 3: The teacher listed keywords.

Step 4: The teacher taught contents of the topic.

Step 5: The students‘ performed their activities.

Step 6: The teacher evaluated the lesson(see appendix vi).