ABSTRACT

Abstract

This study was undertaken to sensitize science educators on the need to begin to prepare the young ones in the solution of energy depletion problems. It reveals the best strategy for preparing the young ones in the solution of energy depletion problems in science classrooms. The study was carried out in junior secondary schools in Delta State Nigeria. The population of this study was all junior secondary two pupils enrolled in public secondary schools in Delta State. Four randomly selected public schools each of which has at least four arms were randomly selected from Oshimili south local government area in the state. Four instructional strategies, of which one was used as the control group, were employed by four instructors, who were trained on the instructional strategies and were randomly assigned to the four groups. Intact classes were used. The Energy Achievement Test (EAT) was constructed by the researcher and administered as pre test, immediate post test and a follow- up (retention) test. Data was analyzed using ANCOVA. It was discovered that in the pre test the computer aided video group was disadvantaged in terms of initial background, while the concept mapping group did better in the immediate post test. The VD group did better in the retention test than the other groups, even though the ANCOVA did not show any significant difference at 0.05 level. In terms of location, the urban schools proved significantly better than the rural schools in terms of initial background, immediate post test and in the retention test. Consequently, computer aided video was recommended as the best strategy since it helps in retention. However, the CM is recommended for immediate achievement. This study is of immense benefit to basic education students and the future generation who will witness the depletion of finite energy sources.

Keywords: Energy; Depletion; Renewable; Instructional Strategies.