Effects of Generative Learning Approach on Students’ Motivation and Achievement in Pollution Concepts in Basic Science and Technology in Plateau State, Nigeria.

Abstract

This study examined the effects of the Generative Learning Approach on students’ motivation and academic achievement in pollution concepts in Basic Science and Technology in Plateau State, Nigeria. A quasi-experimental non-randomized pretest–posttest non-equivalent control group design was employed. The sample comprised 126 Junior Secondary School II students drawn from two public secondary schools in Pankshin Area Directorate of Education. Intact classes were used, with one group assigned as the experimental group and taught using the Generative Learning Approach, while the control group was taught using the conventional method. Data were collected using the Basic Science Motivation Scale Questionnaire and the Basic Science Achievement Test, both of which were validated by experts and demonstrated satisfactory reliability indices. Descriptive statistics were used to answer the research questions, while Analysis of Covariance was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students exposed to the Generative Learning Approach showed significantly higher motivation and achieved better academic performance than their counterparts taught using the conventional method. In addition, gender differences in motivation and achievement were not statistically significant, indicating that the approach was effective for both male and female students. The study concludes that the Generative Learning Approach promotes active engagement, enhances motivation, and improves academic achievement in science learning. It is therefore recommended that the approach be integrated into the teaching of Basic Science and Technology to enhance students’ learning outcomes.