These are teaching guides prepared by the researcher for the research assistants (teachers) on the three strategies (Cognitive Apprenticeship, Critical Exploration and Conventional strategy). These were used during the training period for the experimental and control groups.
The detail is shown in Appendices V, VI and VII on pages 179-197.
3.4.5.1 Teachers’ Instructional Guide on Cognitive Apprenticeship Strategy (TIGCAS) The training had the following steps on Cognitive apprenticeship:
Step I: Research assistant introduces the topic of the content to the students.
Step II: Research assistant performs task so students can observe.
Step III: Students performs task in the presence of research assistant.
Step IV: Students are supported by the research assistant when in dilemma.
Step V: Students are to verbalize their knowledge and thinking with the help of research assistant.
Step VI: Students are to compare their performance with others.
Step VII: Research assistant and students solve the difficult task that students cannot do Step VIII: Research assistant gives assignment to students.
To validate this, the instrument was distributed to experts for review. Their opinions and advice were relied upon to either discard or rework the items. The instrument was used by three independent raters to observe and rate the teachers during the activity session. The inter-rater reliability was then estimated using Scott‘s (π); the inter-rater reliability index obtained was 0.78.
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3.4.5.2 Teachers’ Instructional Guide on Critical Exploration Strategy (TIGCES)
This is a model that directed the teachers in creating learning experiences in which students were allowed some measures of interactions with materials rather than with their colleagues, while the competitive mind was retained. It was not group based but individualistic in activities such that someone emerges as the best. The researcher prepared the guide for teachers that were involved in the study, who had been randomly asked to use the method. This gave them direction on the role and activities students should individually and independently pursue.
Critical exploration strategy training includes:
Step I: The topic of the content is introduced to the students by the research assistant.
Step II: Students raise questions based on their curiosity on the concept.
Step III: Students are encouraged by the research assistant to explore on their thought towards the concept.
Step IV: Students perform tasks relating to the solutions towards the questions raised through feedback from their thought processes.
Step V: Research assistant ask students to summarize the feedback from questioning and thought processes in their notebooks.
Step VI: Students express the answers using their simple sentences.
Step VII: Research assistant gives assignment to students.
To validate this, the instrument was distributed to experts for review. Their opinions and advice were relied on to either discard or rework the items. The instrument was used by three
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independent raters to observe and rate the teachers during the activity session. The inter-rater reliability was then estimated using Scott‘s (π); the inter-rater reliability index obtained was 0.76.
The research assistants in control groups were only exposed to conventional method:
3.4.5.3 Teachers Instructional Guide on Conventional Strategy (TIGCS)
The researcher prepared the guide for teachers that were involved in the study who were randomly asked to use the method. This gave them direction on the role and activities students should individually and independently pursue.
Step I: The research assistant introduces the lesson by asking questions based on their previous knowledge.
Step II: Research assistant presents instructional materials and discusses the content of the lesson to students.
Step III: Research assistant summarizes the concept to the students.
Step IV: Research assistant instructs students to write the summary on the board in their note books.
Step V: Research assistant evaluate the lesson by asking students some questions.
Step VI: Research assistant gives assignment to the students
To validate this, the instrument was distributed to experts for review. Their opinions and advice were taken to either discard or rework the items. The instrument was used by three independent raters to observe and rate the teachers during the activity session. The inter-rater reliability was then estimated using Scott‘s (π); and the inter-rater reliability index obtained was 0.74.
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3.4.6 Evaluation Sheet for Assessing Research Assistants’ Performance on the use of the Strategies (ESARAP)
This is the guideline for evaluating performance of the trained teachers on the effective use of the instructional strategies. During the training of the participating teachers for one week, the researcher requested the teachers to demonstrate their lessons, which were assessed by the researcher using the evaluation sheet for assessing research assistants‘ performance (ESARAP), to ensure that teachers strictly comply with the guide.
The strategies are:
1. Cognitive Apprenticeship 2. Critical Exploration 3. Conventional Strategies.
The rating scale had two sections:
Section A: This consists of the personal data of the trained teachers containing Name, School, Number of periods, Class taught, and Date and Summary of the concept discussed in the class.
Section B: This consists of items to be evaluated. The items are placed on a 5-point Likert type rating scale ranging from Very Good (5), Good (4), Average (3), Poor (2) and Very poor (1).
3.4.6.1 Validation of ESARAP
The instruments were trial–tested on certain Basic Science teachers different from those used for the study to ensure its reliability. For the purpose of validation, experts‘ attention was drawn to ascertain the appropriateness of the concept and methods to the target population. The observations and comments of these experts were taken into consideration before the final draft was prepared.