EFFECTS OF KINESTHETIC-LEARNING STRATEGY ON ATTITUDE IN ECOLOGY AMONG IMPULSIVE AND REFLECTIVE SECONDARY SCHOOL STUDENTS, GIWA ZONE, KADUNA STATE: IMPLICATIONS FOR OUT-OF-SCHOOL CHILDREN

Abstract

This paper examines the effects of the Kinesthetic-learning strategy on attitude among impulsive and reflective students and its implications for out-of-school children in Giwa education zone, Kaduna State. The study investigated how the use of kinesthetic-learning strategies influences students’ attitudes across different cognitive styles, specifically impulsive and reflective learners, and explores the implications of these effects for improving learning engagement and reintegration of out-of-school children. The study adopted a quasi-experimental control group design, involving pretest and posttest. The population comprised 6,346 SSII students offering biology from 15 public co-education senior secondary schools. 120 students from two schools participated in the study. Impulsive and Reflective Student Scale (IRSS), with a reliability coefficient of 0.82, was used to establish the cognitive style of the student. The Students Attitude Questionnaire (SAQ), with a reliability coefficient of 0.79, was used to measure the attitude of students. The experimental group was taught using the Kinesthetic-learning strategy, while the control group was taught using the lecture method. Two research questions were answered using nonparametric mean rank statistics, and two null hypotheses were tested at p ≤ 0.05. Data collected were analysed using Kruskal-Wallis H-test, Mann-Whitney test and Scheffé’s test. Result revealed that: a significant difference exists between the mean rank response attitude of the experimental and control group (P = 0.001< 0.05), also the calculated value (P = 0.000 < 0.05) revealed a significant difference between the mean rank attitude of impulsive and reflective students in the experimental and control group in favour of the experimental group. Based on these findings, it was concluded that the Kinesthetic-learning strategy enhanced students’ attitude, which was attributed largely to the positive learning environment offered by the strategy. Based on the findings of the study, it was recommended that the kinesthetic-learning strategy should be integrated into everyday activities to make learning more accessible, engaging and effective for out-of-school children, helping them develop essential skills practically and enjoyably. Workshops and seminars should be organised to train teachers on how to teach using the Kinesthetic-learning strategy.