Effects of Predict-Observe-Explain Strategy on Misconceptions and Achievement of Junior Secondary II Students in Basic Science and Technology in Jos, Nigeria

This study investigated the effect of the Predict–Observe–Explain (POE) strategy on Junior Secondary Two students’ misconceptions and achievement in Basic Science and Technology in Jos South Local Government Area of Plateau State, Nigeria. The study was motivated by the persistent poor achievement of students in Basic Science and Technology and the prevalence of misconceptions that hinder meaningful learning and conceptual understanding. The study sought to determine whether the POE strategy could reduce students’ misconceptions and improve their academic achievement compared with the conventional teaching method. A quasi-experimental research design, specifically the non-equivalent pre-test and post-test control group design, was adopted. The population comprised 1,628 JS II students from 20 co-educational public secondary schools in Jos South Local Government Area. A sample of 61 students drawn from two randomly selected schools participated in the pilot study. Two instruments were used for data collection: the Basic Science and Technology Misconceptions Diagnostic Test (BSTMDT) and the Basic Science and Technology Achievement Test (BSTAT). The instruments were validated by experts and yielded reliability coefficients of 0.866 and 0.863, respectively using the Kuder–Richardson Formula 20 (KR-20). Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings revealed that students taught using the POE strategy recorded a greater reduction in misconceptions than those taught using the conventional method. ANCOVA results showed a significant difference in misconception scores between the experimental and control groups, indicating that the POE strategy effectively reduced students’ misconceptions. The study also found that students exposed to the POE strategy achieved significantly higher academic performance than those in the control group. Furthermore, although female students recorded slightly higher achievement gains than male students, the difference wasnot statistically significant, indicating that both genders benefited equally from the strategy. The study concluded that the Predict–Observe–Explain strategy is an effective instructional approach for reducing misconceptions and improving students’ achievement in Basic Science and Technology. It was recommended that teachers adopt the POE strategy in classroom instruction, that teacher education programmes provide training on learner-centred teaching methods, and that schools provide adequate instructional materials and laboratory facilities to support effective implementation.