Research Article

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

A. S. Umar1*, M. A. Lakpini1, F. K. Lawal2
1 Department of Science Education, Institute of Education, Ahmadu Bello University, Zaria.
2 Department of Science Education, Faculty of Education, Ahmadu Bello University, Zaria.
* Corresponding author: aminasalihuumar2224@gmail.com
Published: Oct, 2025
Pages: 81-88
Views: 14
Downloads: 7

Abstract

This paper examines the effects of the Kinesthetic-learning strategy on attitude among impulsive and reflectivestudents and its implications for out-of-school children in Giwa education zone, Kaduna State. The studyinvestigated how the use of kinesthetic-learning strategies influences students’ attitudes across differentcognitive styles, specifically impulsive and reflective learners, and explores the implications of these effects forimproving learning engagement and reintegration of out-of-school children. The study adopted a quasiexperimentalcontrol group design, involving pretest and posttest. The population comprised 6,346 SSII studentsoffering biology from 15 public co-education senior secondary schools. 120 students from two schoolsparticipated 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 areliability coefficient of 0.79, was used to measure the attitude of students. The experimental group was taughtusing the Kinesthetic-learning strategy, while the control group was taught using the lecture method. Tworesearch questions were answered using nonparametric mean rank statistics, and two null hypotheses were testedat 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 experimentaland control group (P = 0.001< 0.05), also the calculated value (P = 0.000 < 0.05) revealed a significantdifference between the mean rank attitude of impulsive and reflective students in the experimental and controlgroup in favour of the experimental group. Based on these findings, it was concluded that the Kinestheticlearningstrategy enhanced students’ attitude, which was attributed largely to the positive learning environmentoffered by the strategy. Based on the findings of the study, it was recommended that the kinesthetic-learningstrategy should be integrated into everyday activities to make learning more accessible, engaging and effectivefor out-of-school children, helping them develop essential skills practically and enjoyably. Workshops andseminars should be organised to train teachers on how to teach using the Kinesthetic-learning strategy.

Keywords

Kinesthetic-learning strategy Impulsive Reflective Attitude out-of-school children

References

  1. Abubakar, H. (2016). Influence of reflective and impulsive cognitive styles on academic self-efficacy among senior secondary students in Kaduna State, Nigeria (Unpublished master’s dissertation). Ahmadu Bello University, Zaria.
  2. Akorede, S. N., Abdulfatah, H. A., Aliyu, M., & Alapa, J. O. (2019). Effects of reproductive health education intervention on sexual choices of female undergraduates of University of Ilorin. Journal of Physical Education Research, 6(2), 50-55. [http://www.joper.org/JOPER/JOPERVolume6_Issue2_4_6_2019_182.pdf](https://www.google.com/search?q=http://www.joper.org/JOPER/JOPERVolume6_Issue2_4_6_2019_182.pdf)
  3. Ali, M. S. (2013). Attitude towards science and its relationship with students' achievement in science. Interdisciplinary Journal of Contemporary Research in Business, 4(10).
  4. Amin, A., Abdulrauf, A., & Isiaq, A. T. (2024). Strategies for the implementation of environmental protection regulations towards sustainable waste management in Oyo State. Gusau International Journal of Management and Social Sciences, 7(2), 83-104. [https://doi.org/10.57233/gijmss.v7i2.05](https://www.google.com/search?q=https://doi.org/10.57233/gijmss.v7i2.05)
  5. Bruner, J. S. (1966). Towards a theory of instruction: Teaching, learning and the spiral curriculum (pp. 7-15). Holt, Rinehart and Winston.
  6. Dashe, N. P., & Nor, A. I. (2020). The effect of concept mapping and mind mapping on creativity in ecology of senior secondary school students in Nigeria. International Journal of Innovation, Creativity and Change, 13, 1-15.
  7. Douglas, O. (2003). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth-grade math students. Journal of Instructional Psychology, 35(2), 182-187.
  8. Demirel, M., & Dağyar, M. (2022). Effects of problem-based learning on attitude: A meta-analysis study.
  9. Ellah, B. O. (2014). Cognitive styles and attitude to science of senior secondary school science students of different cognitive ability levels (Master’s dissertation). University of Nsukka.
  10. Federal Republic of Nigeria. (2013). National policy on education. NERDC.
  11. Gilakjani, A. P. (2012). Visual, auditory, and kinesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113.
  12. Griss, S. (2013). The power of movement in teaching and learning. Education Week Teacher.
  13. Hassan, H. Y. (2020). Effects of outdoor-indoor laboratory activities on performance in plant reproduction among secondary school students of different class size in Kaduna North, Nigeria (Unpublished M.Ed. dissertation). Ahmadu Bello University, Zaria.
  14. Huang, L., Zhang, L., & Hudson, L. (2021). Attitude toward science and its relationship with science achievement: A meta-analytic review. Frontiers in Psychology, 12, 784068. [https://doi.org/10.3389/fpsyg.2021.784068](https://www.google.com/search?q=https://doi.org/10.3389/fpsyg.2021.784068)
  15. Kagan, J. (1965). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36(3), 609-628.
  16. Kljajić, K., & Mijatović, J. (2022). Exploring the relationship between learners’ attitudes and academic success in science education. Journal of Education, Culture and Society, 13(1), 1610-1417.
  17. Kotob, M., & Arnous, D. (2019). Differentiated instruction: The effect on learners’ achievement in kindergarten. International Journal of Contemporary Education, 2(2).
  18. Lustgarten, A. (2017). Impact of kinesthetic learning on student knowledge retention and attitudes toward mathematics (Honors project No. 765). Bowling Green State University.
  19. Mardonov, Z. (2019). The importance of biological education at school. European Journal of Research and Reflection in Educational Sciences, 7(12).
  20. Metzler, R. (2016). The academic effects of kinesthetic movement with multiplication fact acquisition instruction for students in third grade (Master’s dissertation). Goucher College.
  21. Okanlawon, A. E. (2023). Effect of hands-on science activities on students’ academic performance and attitude. Education Resources Information Center (ERIC).
  22. Oyinloye, O. M., & Ige, A. T. (2018). Teachers’ classroom practices and students’ attitude to biology in senior secondary schools of Oyo State, Nigeria. International Journal of Advanced Research, 6(5), 1102-1107.
  23. Shaibu, S. T. (2017). Assessment of the effects of inquiry and demonstration methods on performance of biology students in secondary schools in Federal Capital Territory, Abuja, Nigeria (Unpublished PhD thesis). Ahmadu Bello University, Zaria.
  24. Solomon, O. D., Hassan, U., & Liman, M. A. (2023). Effects of kinesthetic learning strategy on pupils’ motivation and achievement in numeracy in nursery schools in Abuja, Nigeria. Journal of Science, Technology and Mathematics Pedagogy, 1(1), 171-179.
  25. Sugano, S. G. C., & Mamolo, L. A. (2024). The effects of teaching methodologies on students’ attitude and motivation: A meta-analysis.
  26. Umar, A. Y. (2015). Effects of visual, audio and kinesthetic learning on emotional intelligence, attitude and performance in ecology among colleges of education students, North-West, Nigeria (Unpublished PhD thesis). Ahmadu Bello University, Zaria.
  27. Umar, A. S. (2024). Effects of kinesthetic-learning strategy on attitude, retention and academic performance in ecology among impulsive and reflective secondary school biology students in Giwa, Kaduna, Nigeria (Unpublished PhD thesis). Ahmadu Bello University, Zaria.
How to Cite

Umar, A. S., Lakpini, M. A., & Lawal, F. K. (2025). EFFECTS OF KINESTHETIC-LEARNING STRATEGY ON ATTITUDE IN ECOLOGY AMONG IMPULSIVE AND REFLECTIVE SECONDARY SCHOOL STUDENTS, GIWA ZONE, KADUNA STATE: IMPLICATIONS FOR OUT-OFSCHOOL CHILDREN. Journal of Educational Research and Development, 20(1), 81-88.

A. S. Umar, M. A. Lakpini, and F. K. Lawal, "EFFECTS OF KINESTHETIC-LEARNING STRATEGY ON ATTITUDE IN ECOLOGY AMONG IMPULSIVE AND REFLECTIVE SECONDARY SCHOOL STUDENTS, GIWA ZONE, KADUNA STATE: IMPLICATIONS FOR OUT-OFSCHOOL CHILDREN," Journal of Educational Research and Development, vol. 20, no. 1, pp. 81-88, October 2025.

Share this article:
Facebook X / Twitter LinkedIn
Download PDF View Full Text (PDF) Back to Articles