STUDY ON THE LEARNING STRATEGIES ADOPTED BY INTEGRATED SCIENCE STUDENTS

ABSTRACT

This research was to initiated to investigate the learning strategies adopted by Integrated Science students in the Department of Curriculum and Instructional Technology (CIT), University of Benin. In order to achieve this purpose for which the research was carried out, five research questions and two hypotheses were raised for the study. The study adopted the descriptive survey research design. The sample for the study were selected by simple random sampling technique, a total of 60 respondents within 200 to 400 level Integrated Science Education students, in the Department of Curriculum and Instructional Technology (CIT) were selected. The research instrument used for the study was questionnaire. The data collected were analyzed using descriptive statistical analysis, which were frequency counts, simple percentage, Mean and Standard Deviation, Analysis of Variance (ANOVA) and T-test. The findings of this study revealed that Note Taking learning strategy is the most adopted learning strategy by Integrated Science Education students in the Faculty of Education, University of Benin, while Classroom participation is the least there is no difference between the learning strategies adopted by Integrated Science Education students across the various levels from 200 to 200. Findings from this research also showed that the learning strategies adopted by Integrated Science Education students differ, in relation to their gender. In accordance with the findings of the research, recommendations were made that Science Education students should be exposed to and educated more on the varieties of learning strategies as well as the importance of learning strategies.