Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils

The study aimed at investigating the effectiveness of generative instructional strategy (GIS) and Predict-Observe-Explain (POE) in enhancing Basic Science practical skills of lower primary school pupils. It also compared the effects of the strategies on the Basic Science Practical Skills of the pupils. These were with a view to determining the effectiveness of the strategies in improving the practical skills of the lower primary school pupils in Basic Science. The study adopted the pre-test, post-test, control group, quasi-experimental research design. Three primary schools were selected from Ondo State in Nigeria using simple random sampling technique. Primary III pupils from three intact classes with class size between 25 - 35 pupils were purposively selected for the study. The instrument used for data collection was “Pupils’ Basic Science Practical Skills Test” (PBSPST) which was designed to test learners’ knowledge of Basic Science practical skills. Data collected were analyzed using Analysis of Covariance (ANCOVA). The result showed that there was no significant effect of GIS on primary school pupils’ Basic Science practical skills while there was a significant effect of POE instructional strategy on pupils’ Basic Science practical skills. Furthermore, result showed that there was a significant difference in the effects of generative and POE instructional strategies on pupils’ Basic Science practical skills in favour of the POE instructional strategy compared with that of the GIS. The study concluded that the POE instructional strategy is a more effective means of improving Basic Science practical skills of lower primary school pupils and therefore recommends that primary school teachers should employ the use of this method in enhancing teaching and learning of Basic Science process skills.