ABSTRACT
This study examined the effect of guided autonomy instructional technique on undergraduate students achievement and motivation in Introduction to Philosophy and Logic. The study adopted a quasi-experimental non-equivalent pre-test-post-test control group design involving one experimental and one control group. The population of the study consists of 8520 year one undergraduate students from two Public Universities in Imo State. The sample size for the study is 350. Six research questions and six null hypotheses guided the study. The null hypotheses were tested at 0.05 level of significance. Two instruments used for data collection were researcher-made Introduction to Philosophy and Logic Achievement Test and Philosophy Students Motivation Scale. The instruments were validated by three experts. To ensure content validity of the Introduction to Philosophy and Logic Achievement Test (IPLAT), a table of specification was designed for the test. The IPLAT was trial-tested to determine its psychometric indices and reliability coefficient. Its internal consistency reliability coefficient was determined using the K-R0 (Kuder Richardson) procedure and this yielded a K-R20 estimate of 0.91. The internal consistency of the Philosophy Students Motivation Scale (PSMS) was established using Cronbach Alpha reliability method, and an estimate of 0.72 was obtained. Mean and Standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. The findings of the study showed that exposing undergraduate students to guided autonomy instructional technique significantly enhanced their achievement in Introduction to Philosophy and Logic. Using guided autonomy instructional technique increased undergraduate students’ motivation in Introduction to Philosophy and Logic. Gender has no significant influence on both achievement and Motivation of undergraduate students in Introduction to Philosophy and Logic. There is significant interaction effect of gender and guided autonomy instructional technique on undergraduate students’ achievement in Introduction to Philosophy and Logic. There is significant interaction effect of gender and instruction in guided autonomy instructional technique on undergraduate students’ motivation in Introduction to Philosophy and Logic. Based on these findings, conclusions were drawn and the educational implications were extensively discussed. Among the recommendations made were: Teachers should expose undergraduate students to the use of guided autonomy instructional technique by giving them opportunity to practice the technique and gain mastery of it. Teachers themselves should be taught the guided autonomy instructional technique. The guided autonomy instructional technique could be incorporated into teacher-training programme.
TABLE OF CONTENTS
Title Page i
Declaration ii
Dedication iii
Certification iv
Acknowledgements v
List of Tables ix
Appendix Table x
Abstract xii
CHAPTER 1: INTRODUCTION 1
Background
to the Study 1
Statement
of the Problem 15
Purpose
of the Study 17
Significance
of the Study 18
Research
Questions 20
Research
Hypotheses 21
Scope
of the Study 22
CHAPTER 2: REVIEW OF
RELATED LITERATURE 23
Conceptual
Frame Work 23
Guided
Autonomy Instructional Technique 23
Motivation
and Learning 34
Gender
and Autonomy 36
Academic
Achievement and Learner Autonomy 38
Theoretical
Framework 39
Piaget
Theory of Cognitive Development 39
Vygostsky
Social Learning Theory 41
Empirical Studies 45
Summary of Literature
Review 56
CHAPTER 3: METHODOLOGY 58
Design of the Study 58
Area of the Study 59
Population for the Study 60
Sample and Sampling Technique 60
Instrument for Data Collection 61
Validation of the Instrument 62
Reliability of the Instrument 62
Experimental
Procedure 63
Control
of Extraneous Variable 65
Method
of Data Collection 66
Method
of Data Analysis 66
CHAPTER 4: RESULTS AND
DISCUSSION 68
Results 68
Summary of the Findings 80
Discussion
of the Findings 81
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 88
Summary of the Study 88
Conclusions 90
Educational Implications of the Findings 91
Recommendations 92
Limitations of the Study 93
Suggestions
for Further Study 93
REFERENCES 94
APPENDICES 100
LIST
OF TABLES
Tables Pages
1. Mean
Achievement Score of Students in guided autonomy and
conventional Method 68
2. Mean Motivation
Score of Students in Guided Autonomy and
Conventional Method 69
3. Mean
Achievement Score of Male and Female Students in
Introduction to Philosophy and Logic 70
4. Mean Motivation
Score of Male and Female undergraduate
Students in Introduction to Philosophy and
Logic 71
5. Means and
Standard Deviation of Interaction effect of teaching
and gender 72
6. Means and
Standard Deviation of Interaction effect of Teaching
Method and Gender on Motivation Score 73
7. Analysis of
Covariance of Students’ Achievement in Introduction
to Philosophy and Logic 74
8. Analysis of
Covariance on the Mean Motivation of Students in
Introduction to Philosophy and Logic 75
9. Analysis of
Covariance of Male and Female Students on
Achievement in Introduction to Philosophy
and Logic 76
10. Analysis of
Covariance of Male and Female Students on the
Motivation to learn Introduction to
Philosophy and Logic 77
11. Interaction
Effect of Gender and Teaching Method on Students’
Achievement in Philosophy and Logic 78
12. Interaction
Effect of Teaching Method and Gender on Motivation
of Students to Learn Philosophy and Logic 79
APPENDICES
Appendices Page
Appendix
I: The Test Blue Print (TBP) for Developing the Introduction
To Philosophy and Logic
Achievement Test (IPLAT) 100
Appendix
II A: Request for Validation of Instrument I 101
Appendix
II B: Request for Validation of Instrument II 126
Appendix
II C: Request for Validation of Instrument III 151
Appendix
III A: Reliability Result for Introduction to Philosophy and
Logic Achievement Test (IPLAT) 176
Appendix
III B: Reliability Result for Philosophy Students Motivation Scale
(PSMS) 178
Appendix
IV A: A Lesson Plan on Introduction to Philosophy and
Logic for Control Group Lesson I 182
Appendix
IV B: A Lesson Plan on Introduction to Philosophy and
Logic for Control Group Lesson II 185
Appendix
IV C: A Lesson Plan on Introduction to Philosophy and
Logic for Control Group Lesson III 188
Appendix
IV D: A Lesson Plan on Introduction to Philosophy and
Logic for Control Group Lesson IV 191
Appendix
V A: A Lesson Plan on Introduction to Philosophy and
Logic for Experimental Group Lesson I 194
Appendix
V B: A Lesson Plan on Introduction to Philosophy and
Logic for Experimental Group Lesson II 197
Appendix
V C: A Lesson Plan on Introduction to Philosophy and
Logic for Experimental Group Lesson III 200
Appendix
V D: A Lesson Plan on Introduction to Philosophy and
Logic for Experimental Group Lesson IV 202
Appendix
VI A: Introduction to Philosophy and Logic Achievement
Test (IPLAT) for Pre-test 205
Appendix
VI B: Marking Scheme for Introduction to Philosophy
and Logic Achievement Test (IPLAT) for
Pre-test 209
Appendix
VI C: Introduction to Philosophy and Logic Achievement
Test (IPLAT) for Post-test 210
Appendix
VI D: Marking Scheme for Introduction to Philosophy
and Logic Achievement Test (IPLAT) for
Post-test 214
Appendix VII A: Philosophy Students’ Motivation Scale
(PSMS) for Pre-test 215
Appendix VII B: Philosophy Students’ Motivation Scale
(PSMS) for Post-test 216
Appendix VII C: Scoring Chart for Philosophy Students’
Motivation
Scale (PSMS) 217
Appendix
VIII A: Analysis Result for Introduction to Philosophy and
Logic Achievement Test (IPLAT) 218
Appendix
VIII B: Analysis Result for Philosophy Students’ Motivation
Scale (PSMS) 226
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
From origin of teaching and learning, to
this state of technological increased learning, learning setting has fully
fledged many changes. What began with informal approach to learning associated with
an unstructured setting years back, progressed to learning in an exceedingly
structured, organized and planned physical classrooms, libraries, and colleges
a number of hundred years ago, to the employment of Information Communication
Technology (ICT), mobile gadgets, and wealthy media a number of decades ago. Within
the past few decades, there has been a basic amendment within the education
arena, not such a lot on the advancement and potentialities of
technology-assisted education; however rather on the impact these technologies have
on the way learners interact with their learning environment, academics and
also the construct of learning. Learners of the twenty first century inherit
the classroom with traits, skills, and expectations that disagree from the
normal learners’ profile (Tucker & Morris, 2011). The trendy learner is
comfy with higher degrees of technology-enabled learning, and prefers
cooperative work, learning environments that area unit unstructured, and a
learning relationship that resembles the authority structure of a ‘facilitator’
– rather than that of a lecturer.
The current perplexity baby-faced by
education establishments and leaders within the industry is the divide between
the recent learning setting, and the learning traits, skills and expectations
of the learners it serves (Organization for political economy Corporation and
Development, OECD. 2012). As organizations have continuously evolved to suit
their stakeholders, it's very important that education leaders and institutions
begin implementing autonomy learning environments that are relevant,
interesting and positioning the learner at the seat of the educational engine.
Such learning environments would ideally be adjustive, customized, and
technology-driven, with the flexibility to produce immediate feedback and guidance
along the way. It is becoming more and more very important for guided autonomy
educational learning environments to be enforced in secondary and tertiary institutions,
so as to confirm that learners area unit given the simplest learning expertise
that's not obsolete and unsuitable learning setting.
The traditional sage on stage, uniformed
learning style, unproductive assessment, and gradation patterns, as well as
lecture-laden learning experiences, no longer support the way twenty first
century learners reason, engage, and react to their environments. The traditional
notion and understanding of a learning setting is definitely associated with
selected areas and places, that harbours great deal of knowledge, expertise,
lecture halls, laboratories, libraries and classroom block. Education still for
the most part happens in these physical environments, effective learning
environments within the twenty first century got to be designed to support
learners’ endlessly evolving and numerous ways of learning. A basic shift is
required towards a more customized, social, open, dynamic, emerging and
knowledge-pull model for learning, as opposed to the one-size fits-all,
centralized, static, top-down and knowledge-push models of ancient learning
solutions (Chatti, Agustiawan, Jarke, & Specht, 2010).
This is not to say that there has been no
important action taken to handle the dynamic needs and learning preferences of
learners, as institutions of learning over the decades have employed ICT and
academic technologies into the course of study of learners across all levels of
education. Despite these advances in instructional technologies and also the manner
learners have adjusted to their dynamic environments, several schools still use
teaching methods of the past: lecture formats, unproductive assessments, and
memorization. What is lacking is aligning the teaching methods with the
introduction of recent technologies. Perhaps new teaching method tuned to the
current learning environment was required. In order to ensure that learners are
provided with a relevant and engaging learning experience, it is becoming
increasingly important for such autonomy learning technique to be enforced in
secondary and tertiary learning institutions.
Guided autonomy instructional technique is
one that adopts the use of innovative technologies and components that permit
bigger flexibility, adaptation, engagement, and feedback for the learner
(Spector, 2014). Guided autonomy instructional technique allows learners to own
‘the ability to take charge of one’s own learning (Nguyen, 2012). Nguyen, noted
that autonomous learners would do the followings: (a) take responsibility for
deciding their own learning objectives, (b) outline the contents and
progressions of their learning; (c) choose the strategies and techniques to be
used, (d) monitor the acquisition procedure, and (e) assess what had been learnt.
MacDougall (2008) defined learner autonomy as “the characteristic of the person
that solely exhibits intentional behaviour in learning activities P.30”. According
to Yvan (2012) once a learner becomes additional conscious of the educational processes,
makes selections and choices, and self-assesses his/her progress within the
room he/she develops learner autonomy.
Guided autonomy instructional technique,
however, does not mean that the teacher becomes redundant; abdicating his/her
management role over what flow within the learning process. It is noteworthy
that autonomy may be thought of in terms of a departure from education as a social
process, also in terms of distribution of power in the process of knowledge
acquisition as well as the roles of the participants within the learning process.
To any or all intents and purposes, the autonomous learner takes an energetic
role within the learning process, generating ideas and availing himself of
learning opportunities, instead of merely reacting to numerous stimuli of the
teacher (Benson, 2011). For Thanasoulas (2016) the autonomous learner is a
self-activated maker of meaning, an energetic agent in his own learning process.
He is not one to whom things simply happen; he is the one who, by his own
volition, causes things to happen. Learning is seen as the results of his own
self-initiated interaction with the globe. Among such a conception, learning is
not merely a matter of memorisation; it is a constructive method that involves
actively seeking that meaning from (or even imposing that meaning on) events
(Murphy, 2011).
In a guided autonomy instructional classroom
the teacher splits the students into teams and assigns them tasks to do while
not inserting restrictions on the process of learning. the students will analysis
the task, develop modalities on their own to tackle the task, proffer solutions
to the matter and report back their findings, by so doing takes full
responsibility of their learning. Here the teacher's role is simply to facilitate
learning while not necessarily meddling with the learners’ mode of problem solving,
here the learners define their process of learning and has a high sense of
possession because the golden rule here is do it yourself. This methodology of
teaching acquaints learners with life skills required for future survival,
particularly within the work place, by making them proactive learners that succeed
in most challenging situations with minimal or no teacher support. It
therefore, becomes paramount that such method of curriculum delivery is sine
qua non solution to Nigerian educational system that produces a lot of
graduates with little or no workplace, industrial values or skills.
Curriculum delivery is a critical issue in
schools because it is a means through which the theorised curriculum is
translated into the actual curriculum. It is the instructional phase of the
curriculum and is substitutable with curriculum implementation that takes place
at the classroom level, where teachers attempt to infuse life into the curriculum
document to achieve its intended goals (Udosen, 2014). Curriculum delivery
embodies the ways, techniques, approaches, strategies and media instructional
materials that teachers use to facilitate learning. It is the process of actualising
the intended desires of the curriculum planners. It additionally embraces the
interactions that proceed throughout lesson presentation, assignments and
researches which engage the learners actively in the learning process. Curriculum
delivery is incredibly important particularly in Federal Republic of Nigeria,
as a result, a superbly planned curriculum could fail at the delivery stage
thanks to some factors. These factors include teachers’ incompetence, unmotivated
learners and lack of tutorial materials, poor assessment procedures and a bunch
of alternative factors (Udosen, 2014).
Basic amongst these factors that hinder effective curriculum
delivery is the teacher-centred approaches and spoon-fed strategies that are prevalent
for a protracted time in Nigerian schools. Teachers are thought to be
authority, knowledge-givers and error correctors. Classroom instructions have
been driven by “teacher-talk” and depended heavily on textbooks. Instruction
within the lecture rooms has been built upon the misunderstanding that there is
a fixed world of information that students should know. There has been very
little or no space for student-initiated queries, freelance thought or
interaction between students. As a result, several learners are acquainted with
looking on teachers’ feeding. Without teachers’ timely and adequate
facilitation, students have felt disoriented, lost confidence and failed to pinpoint
their goals in learning. Things has become even worse with the enlargement of school
enrolment, more and more giant class sizes and inadequate teaching employees, who
have
found it harder to take every student’s needs into consideration.
The traditional approach to teaching and learning
is preponderantly teacher based. Egbe and Uloh-Bethel (2013) opined that the
teacher is the most vital person in traditional approach. Throughout the lesson,
he is
in charge of the subject matter and the environment and
makes choices concerning what work is required and what students ought to do.
It is defined by memorisation on the part of the learners who reproduce what
was dictated to them with no effort to go beyond the notes
recycled by the teacher to them annually (Igbokwe, 2010). However,
international changes within the convenience of knowledge indicate that there
is no longer a fixed body of information which will be transmitted to learners.
It
is impossible to teach all students all they need to know.
Moreover, lifelong learning will solely be achieved
once learners are able to avail themselves of learning opportunities and become
skillful manipulators of information in their learning processes instead of
merely responding to stimuli from the teacher. It is learners who are alleged
to play active role within the learning process and take a lot of
responsibility of their own learning, however this is often not the case in
several philosophy and logic lecture rooms. The situation calls for
urgent need of cultivating learners’ initiatives and learner autonomy in the
tertiary education classrooms.
Tertiary education is the education given
after secondary education in universities, colleges of education, polytechnics,
and monotechnics including those institutions offering correspondence courses
(Federal Republic of Nigeria (FRN) 2014). The FRN (2014) has identified the
goals of tertiary education in Nigeria as follows:
i. To
contribute to national development through high level relevant personnel training.
ii. To develop and instill correct values for the
survival of the individual and society.
iii. To develop the intellectual capability of
people to grasp and appreciate their native and external environments.
iv. To acquire both physical
and intellectual skills that will enable individuals to be self-reliant and
useful members of the society.
v. To promote and encourage scholarship and
community service.
vi. To forge and cement national unity, and
vii. To promote national and international
understanding and interaction.
The truth that each nation sees in her tertiary or
higher education, through its normative roles of teaching, research and
community service to create personnel and transmit required information that are
needed in industry and alternative spheres of the nation’s existence, could
have triggered the introduction of General Studies Programme in Nigerian
universities curriculum for fast realization of the above goals.
On October 22nd, 1977, the Federal
Military Government, directed Nigerian Universities to introduce a programme on
national awareness which ought to be mandatory for all students in Nigerian
Universities. An enabling decree was publicised within the same year providing
for the establishment and recognition of General Studies Unit in all Nigerian
Universities. In accordance with the provision of the Decree and the
recommendation of the National Universities Commission (NUC), most universities
established the General Studies Department in the early 80’s. In the year 2004,
the panel on the merger of Benchmarks and Minimum Academic Standards (MAS) on
General Studies, took an important scrutiny at the University educational
programme and what it takes in the production of higher proficient graduates,
who are going to be sufficiently equipped to satisfy the dynamic need of the nation,
international aggressiveness, likewise the challenges of the labour market. In
view of this, they suggested some General Studies Courses that lay stress on
culture, education, ethical instruction likewise environmental issues. The
panel additionally took into thought the requirement for each student to
possess a sound foundation on Peace Studies and Conflict Resolution. Job and
career prospects of the Nigerian graduates are taken into thought and efforts
are made to boost the communication and entrepreneurial skills likewise
information and Communication Technology (ICT). The essence is to train better
qualified, knowledgeable, proficient and entrepreneurship-conscious graduates
(Stone, 2018).
It is through the approval of a minimal
standard for educational activities that, the National Universities Commission
(NUC) launched the General Studies programme into the University’s curricula.
This was done in order to satisfy the craving for students in Nigerian Universities
to be grounded in multidisciplinary studies so as to compete favourably with
their mates in universities in different parts of the world. The aim of the General
Studies Programme (GSP) is to expose students to a course of liberal education
through which they will develop and expand their awareness of social, cultural
and natural environments. With the addition of this programme to the
specialised courses being taken by the students, it is expected that the
graduates of Nigerian Universities would graduate ready to perform within the
society. The General Studies Programme also aims at assisting students develop
adequate competency in the use of English Language as a tool for his or her
studies and means of effective communication in society, in their future
employment and enterprise. The programme is meant to produce well rounded
virtuously and intellectually capable graduates with vision and entrepreneurial
skills in an atmosphere of peace and social cohesiveness. It will also assist
them to accumulate a body of relevant information outside their several fields
of specialization for successful living (Stone, 2018).
The General Studies (GS) courses
approved by NUC for Nigerian Universities includes among others: Communication
in English, Introduction to Philosophy and Logic, Nigeria People and Culture,
Use of Library and Study Skills. Others are a course in Arabic or French,
History and Philosophy of Science, Peace Studies and Conflict Resolution,
Entrepreneurial Skills, Contemporary Health Issues, as well as Leadership
Skills (Stone,
2018). This study
is interested in Introduction to Philosophy and Logic as a General Study
course.
Introduction to Philosophy and
Logic is a course that deals with vital examination of reality characterised by
rational inquiry that aims at the reality for the sake of achieving knowledge.
Philosophy is a persistent attempt to gain insight into the nature of the world
and ourselves by systematic reflection (Ezeani, 2009). Philosophy is an academic
subject in universities and other tertiary institutions which aims at the inculcate
in learners the ability of clear, logical and critical analysis of ideas and
issues; the turning away of emotional or parochial teaching or superstition and
irrational thinking and the development of the habit of seeking rationally
satisfactory answers to continual life issues. Its traditional branches are
Epistemology, that deals with queries regarding human knowledge; Logic, that
teaches us to reason correctly; Moral Philosophy (Ethics), that has the
morality of human actions as the object of its study and Metaphysics which
enquires into the character of reality as a whole (Mesembe, 2005). The course
content comprised of a brief survey of the scope, notion, history, and meaning
of philosophy, divisions and systems of philosophy, argument and theory of syllogism,
fallacies and laws of thought.
Among the aims and objectives of
this course, it is geared towards investigating varied areas through which
students on graduation would be greatly prepared with requisite potentialities
for the foremost responsively active citizenship. This is obtainable through
its innate ability for interrogating different areas of study like Religion,
Education, Arithmetic, Science, Literature, Social Sciences, History, Language,
and even freshly opened area of oil and gas. This is the brain behind the description
of philosophy as a “second-order discipline”. Philosophy in and of itself
targets at developing a whole knowledge of the Universe by means of
investigation of the facts of knowledge. Also, it increases ability to reason
logically and abstractly and to understand and criticize arguments. These aims
of philosophy and logic have merited the approval of the Federal Government of
Nigeria via the agency of NUC that instructs all Nigerian Universities to teach
students its fundamentals and strategies so as to instill in students the
values of positive and moral character and the tradition of rational enquiry
which are requirements for survival in a post-tertiary society.
Unfortunately, Introduction to
Philosophy and Logic as a mandatory general study for all 1st year students in
Nigerian universities is a course seen by most as a group of ‘failures’.
Students do not perform well most times due to the overall perception of the
course as an abstract course (Mesembe, 2005). Introduction to Philosophy and
Logic is notoriously problematic. Significant proportion of students find it
too troublesome, uninspiring, apparently pointless to learn it. Failure rates
tend to be high, and lots of students who battled unsuccessfully with Introduction
to Philosophy and Logic in their first year carry Philosophy-phobia with them
throughout their degree course, breaking out in a chilly sweat at the merest
glimpse of Philosophy. Majority of them detest and scorn Philosophy. The
natural and, unfortunate, common reaction among such students is to bury their
heads in the sand and hope that the whole horrific ordeal can somehow get away.
So, they have a tendency to skip classes, fail to do the background reading and
practise exercises, and fail to submit assignments, and so on (Mesembe, 2005).
Personal interaction between the researcher
and philosophy lecturers in Federal University of Technology Owerri (FUTO) and
Imo State University (IMSU) revealed that over the years of teaching the course
in the universities witnessed a mass failure of over half of the students. A
state of affairs that's extremely deplorable. Additional investigation within
the Record and Statistics Unit of the schools from 2016/2017 academic year to
2019/2020 academic year revealed that the highest number of carryover students
across the subject areas comes from Introduction to Philosophy and Logic as a
GS course. What is more, the prevailing pedagogy (note dictation) adopted by lecturers
is very deplorable. Another matter of concern for underperformance in
Introduction to Philosophy and Logic is based on students’ philosophy anxiety, which
is akin
to an unwanted feeling by students towards philosophical issues. These fears, issues and disgust in philosophy could be
reduced by smart teaching and assessment ways (Mesembe, 2005). A
possible method of reducing students’ Philosophy anxiety may be for them to
become more autonomous with their learning and have high motivation.
Motivation springs from
the Latin verb movere (to move). It is the process whereby purposeful activity is
instigated and sustained. The term refers to the drive that gets a behaviour
started and keeps it going. It involves the biological, emotional, social and cognitive
forces that activate behaviour. Motivation is defined by Paiva (2011) as the
process that initiates, guides and maintains goal-oriented behaviours. In
everyday parlance, the term motivation is used to describe why an individual
will do something. Like each activity in life, motivation is one among the
essential factors in learning. Ngonebu (2008) posits that learners who are not
sufficiently motivated do not perform well in learning tasks due to lack of
propellant force. Also Otagburuagu (2002) explains that motivation which
provides the impetus to make and sustain intentions and goal-seeking acts, is
vital in the teaching-learning context. This is because it determines the
extent of learners’ active involvement and perspective to learning which successively
affects accomplishment. Studies have shown that motivation is connected to
whether or not students have chances to be autonomous and to make vital academic
decisions.
There are
two forms of motivation,- intrinsic and extrinsic motivation. Intrinsic
motivation refers to behaviour performed in the absence of external impetus
that's inherently attention-grabbing and pleasurable (Malik,
2014). For instance, once individuals are
intrinsically motivated they play, explore, and have interaction in activities
for the inherent fun, challenge, and excitement of doing so. Such behaviour has
an internally perceived locus of relation (Brophy, 2010), which suggests they
are experienced as emanating from the self instead of from external sources and
are accompanied by feelings of curiosity and interest (Dörnyei &
Ushioda, 2011). Thus, as an example of
autonomous (that is, volitional) functioning, intrinsic motivation is central
to humans’ inherent tendencies to learn and develop (Huitt, 2010). In actual instructional contexts, where assessment
pressures are undermined whereas autonomy supports are expedited, students’
intrinsic motivation for classroom topics and materials, as well as their
achievements in school works are increased (Gunes, 2011).
Intrinsic
motivation provides a very important basis for learning. It is essential for
students’ self-initiation and maintained volition for academic activities that
are not inherently attention-grabbing or pleasurable (Niemiec & Ryan,
2009). Moreover, from primary to tertiary education, students learn better and
report higher levels of psychological health when they have well-internalised
motivation for learning. Students’ autonomy will be supported by teachers’
minimising the salience of assessment pressure and any sense of dominance
within the classroom, as well as by maximizing students’ perceptions of having
a voice and choice in those academic activities in which they are engaged
(Niemiec & Ryan, 2009).
Extrinsic
motivation is usually defined as one’s tendency to engage in activities so as
to achieve some form of acknowledged, external reward. It is vital to note that
these rewards can be either concrete or psychological in nature. Cash and
trophies are two common forms of tangible rewards. Individuals engage in activities
that they might usually not find very pleasurable or rewarding so as to earn a
wage. Athletes typically engage in strenuous and tough training sessions so as
to be ready to compete in sporting events in order to win trophies and awards.
Psychological types of extrinsic motivation will embrace praise and public
acclaim. A child might possibly clean her apartment so as to receive positive
praise from her oldsters. An actor might perform in an exceedingly role so as
to get attention and acclaim from his audience. In each of these examples,
whereas the reward is not physical or tangible, it is a sort of motivating
reward that is external to the actual process of participating in
the event.
In
addition to the needs for autonomy and motivation, gender variations are found
to be of importance in several areas of human social and psychological feature
development. Gender refers to the social attributes and opportunities related
to being male and female and the relationship between women and men, girls and
boys. These attributes, opportunities and relationships are socially made and are
learned through socialization (Pan, 2011). In a more understandable parlance,
gender may be seen as a group of characteristics or attributes between males
and females that are attached with socially made roles, behaviours or
activities that a specific society considers acceptable between male and female.
Pan (2011) further observed that in most societies, there are differences and
inequalities between men and women in responsibilities assigned , activities
undertaken, access to and management over resources as well as decision making
opportunities. All these bring about gender bias and long standing gender bias also
reflects in performance levels in profession (Onuzulike, 2011).
Studies
indicated that females show additional interest in social activities than
males, females are less competitive and more cooperative than males
(Ezeahurukwe, 2010). More so, Varol and Yilmaz (2010) noted that men and women differ in nature. They can use
their differences to express what they have in common, their common
intelligence and sensitivity, their common interest and experiences. Varol
and Yilmaz (2010) also argued that because men
and women have totally different types of abilities, it is clear that they are
suited to totally different tasks. The present study ascertained whether or not
there is influence of gender on students’ achievement and motivation in
Introduction to Philosophy and Logic when guided autonomy instructional
technique is employed. The research, therefore, addressed the effect of
guided autonomy instructional technique on undergraduate students’ achievement
and motivation in Introduction to Philosophy and Logic and additionally take
into account gender as predictor in the academic achievement and motivation of
autonomous learners in public universities in Imo state.
1.2
STATEMENT OF THE PROBLEM
In Nigeria, nearly all the Universities
offer courses in Philosophy either as Philosophy major or as general studies. For
three decades now the study of philosophy in Nigeria has been on however
philosophical inquiry and knowledge has had little or no influence on the tradition
as well as gross illiteracy of the nature, value, relevance and significance of
the discipline. Despite the efforts of the National Universities Commission to
raise the academic standard of philosophy, philosophy in Nigeria remains in a marginalized
state.
However, in Nigeria, professional
philosophy has greatly cut itself off from real world problems to devote
attention to technical issues of interest solely to professional philosophers.
Some Professional Philosophers in Nigeria have in their varied ways defined a specific
subject matter of philosophy and a novel methodology or approach, both of which
permit them to develop an abstruse body of doctrine and results to be
disseminated and further developed by colleagues. In teaching the topic to
students such professionals make the study so mysterious, complex, difficult
and confusing. Philosophy is presented as some transcendental study which has
very little or nothing to do with human nature and practical problems.
Consequently, they consider the course an inessential additional burden and
fail to visualize its connection to their major course of study or appreciate
the professional role of the thinker, their teacher.
In some universities in Imo State, with
which curriculum of philosophical studies the researcher is acquainted with,
the content of the study is essentially historical and only scratches at the essential
analytic and argumentative views of the study. The students study philosophy as
if, like another disciplines, what is needed is to learn facts that are to be
reproduced on examination day. They do not receive adequate coaching in
critical thinking and logical as well as analytic reasoning. Invariably on
examinations, in spite of however questions are designed, one receives comments
like “Kant said ... however Mill said ...” and “Plato claimed that..., however
Aristotle believed that ...” the matter lies in getting the students to really engage
in DOING philosophy themselves and in doing it in such a way so as to develop a
reasonably subtle level of philosophical skill. The curriculum remains to a
great extent traditional. At the end of the studies, the student graduates
having accumulated information, historical facts, knowledge that makes him
maybe knowledgeable, educated, a graduate, a historian, however undoubtedly not
the thinker/philosopher the training meant him to be. Reasoning ability is lacking
in our graduates.
The humanities must rethink their role in an
age of science and technology and introduce some pragmatism in their
disciplines. Already theatre studies, literary studies, history, linguistics
appear to be responding to the current necessity by collaborating within the
“practical world” and sustaining their importance. Hence, the 21st century
philosophy teachers got to retool their teaching strategies to suit the
requirement of the 21st century learners. Therefore, to engage the 21st
century Nigerian students properly and effectively too, a guided autonomy
instructional technique may be very useful. Therefore, the problem of this
study posed as a question was: what are the effect of guided autonomy instructional
technique on students’ achievement and motivation in Introduction to Philosophy
and logic?
1.3
PURPOSE OF THE STUDY
The purpose of the study was to determine
the effect of guided autonomy instructional technique on students’ academic
achievement and motivation in Introduction to Philosophy and Logic in public
universities in Imo state. Specifically, the study determined the:
1. Effect
of guided autonomy instructional technique on undergraduate students’ academic
achievement in Introduction to Philosophy and Logic
2. Effect
of guided autonomy instructional technique on undergraduate students’
motivation in learning Introduction to Philosophy and Logic
3. Influence
of gender on mean achievement scores of undergraduate students in Introduction
to Philosophy and Logic taught using guided autonomy instructional technique
4. Influence
of gender on mean motivation ratings of undergraduate students in Introduction
to Philosophy and Logic taught using guided autonomy instructional technique
5. Interaction
effect of teaching methods and gender on mean achievement scores of
undergraduate students in Introduction to Philosophy and Logic
6. Interaction
effect of teaching methods and gender on mean motivation ratings of undergraduate
students in Introduction to Philosophy and Logic.
1.4
SIGNIFICANCE OF THE STUDY
The results of this study have both
theoretical and practical significance. This study was used to explore the
validity of some major tenets of the constructivist theory of Piaget (Theory of
Cognitive Development) and Vygotsky (Social Learning Theory). This is based on the
very fact that these constructivists theories posited that active construction
of new knowledge takes place based on the learners’ recall of previous
knowledge; learners’ social experiences and through multiple perspectives. This
implied that the learner profited vastly as he is not treated as a passive
object of instruction but has his needs, experiences and ideas adequately
catered for in the teaching and learning process. The constructivism learning
theories of Piaget and Vygotsky maintained that the learner ought to play a
central role in mediating and controlling learning (Cameron, 2002). Activities, opportunities, tools and
environments are provided to encourage meta-cognition, self-analysis,
self–regulation, self-reflection and self-awareness. This has a close
relationship with autonomy in teaching which is student centred and self
directed learning. The results of this study, therefore, helped in
authenticating or debunking the tenets of the constructivists’ theory.
The findings of this study will be of
immense benefits to individuals, professional bodies, the government and also
the society at large. Specifically, it is hoped that teachers, students,
authors, curriculum planners, government and also the society at large would
derive some benefits from the study.
One of the main problems in the teaching
of Introduction to Philosophy and Logic has been the teacher centred nature of
Philosophy instruction and inadequate affiliation between the activities of the
learner and school work. The result of this study showed that the use of guided
autonomy instructional technique in teaching Introduction to Philosophy and
Logic enhanced achievement and increased students’ motivation, therefore, curriculum
planners will see the need to plan the curriculum in a flexible manner to
accommodate guided autonomy instructional technique for vast improvement in the
teaching and learning of Introduction to Philosophy and Logic.
The findings of this study provided a
guide to Philosophy and Logic teachers. It revealed the efficacy of guided
autonomy instructional technique to Introduction to Philosophy and Logic, on
the basis of which it was adopted as a more effective technique in teaching Philosophy
and Logic. In line with this, the teaching and learning of Introduction to
Philosophy and Logic became more interesting, less tedious, effective and
meaningful to students and teachers.
Based
on the findings, workshops and seminars on how to use guided autonomy technique
in teaching different aspects of the curriculum will then be organized. The
findings of the study will also enable Philosophy learners to be self reliant
and pro active in their learning process. From the findings of the study, the
students will learn that they can make use of their leisure time to learn new
things and as such encourage them to be more autonomous and active in learning
of Introduction to Philosophy and Logic.
To
the society, the study will generally improve productivity, creativity,
innovation and entrepreneurial skills in the youths who will graduate from
school equipped with the necessary autonomous skills for self and societal
development. Also, the findings of the research will enlighten oldsters to
provide their ward with autonomous environment for effective self development
and give away a more restricted and bottle necked method of upbringing that
hinders a child’s versatility and creativity.
Other
benefits of the study include the fact that the study would serve as an
empirical basis for future research evidence and citations.
1.5
RESEARCH QUESTIONS
The following research questions were posed
to guide the study;
1.
What are the mean
achievement scores of undergraduate students taught Introduction to Philosophy
and Logic using guided autonomy instructional technique and those taught with
the conventional method?
2.
What are the mean
motivation ratings of undergraduate students taught Introduction to Philosophy
and Logic with guided autonomy instructional technique and those taught with
the conventional method?
- What are the mean achievement scores
of male and female undergraduate students in Introduction to Philosophy
and Logic taught using guided autonomy instructional technique?
- What are the mean motivation ratings
of male and female undergraduate students in Introduction to Philosophy
and Logic taught using guided autonomy instructional technique?
- What is the interaction effect of
teaching methods and gender on the mean achievement scores of
undergraduate students in Introduction to Philosophy and Logic?
- What is the interaction effect of
teaching methods and gender on the mean motivation ratings of
undergraduate students in Introduction to Philosophy and Logic?
1.6
HYPOTHESES
The following null hypotheses were formulated
to guide the study. Each of the hypothesis was tested at 0.05 level of
significance.
1. There
is no significant difference between the mean achievement scores of
undergraduate students taught Introduction to Philosophy and Logic using guided
autonomy instructional technique and those taught using conventional method.
2. There
is no significant difference between the mean motivation ratings of
undergraduate students taught Introduction to Philosophy and Logic with guided
autonomy instructional technique and those taught with conventional method.
3. There
is no significant difference between the mean achievement scores of male and
female undergraduate students taught Introduction to Philosophy and Logic using
guided autonomy instructional technique.
4. There
is no significant difference between the mean motivation rating of male and
female undergraduate students taught Introduction to Philosophy and Logic using
guided autonomy instructional technique.
5. There
is no significant interaction effect of teaching methods and gender on the mean
achievement scores of undergraduate students in Introduction to Philosophy and
Logic.
6. There
is no significant interaction effect of teaching methods and gender on the mean
motivation ratings of undergraduate students in Introduction to Philosophy and
Logic.
1.7
SCOPE OF THE STUDY
The study was delimited to effect of guided
autonomy instructional technique on undergraduate students’ achievement and
motivation in Introduction to Philosophy and Logic. The study was conducted in two public
universities in Imo State, Nigeria: the Federal University of Technology,
Owerri (FUTO) and Imo State University (IMSU) Owerri.
The
study was specifically concerned with:
1. The
content scope such as the notion, history and meaning of philosophy, divisions
and systems of philosophy, argument and theory of syllogism, fallacies and laws
of thought.
2. Other
variables of the study which include gender, motivation and achievement were
covered too.
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