Correlation between Reasoning Ability and Biology Student Teachers Academic Achievement in Federal Universities of North-East Nigeria

Abdullahi Yahaya, Sakiyo John, Waziri Kawu, Ismaila Amara Gambo

Abstract


This study examined the correlation between reasoning ability and academic achievement of biology student teachers in Federal Universities of North-East Nigeria. The persistent poor performance of students in biology necessitated the investigation of cognitive factors such as reasoning ability, particularly intuitive, transitional, and reflective thinking. A correlational research design was adopted. The population comprised 4,289 undergraduate biology student teachers, with a sample of 619 Part III students selected for the study. Data were collected using an adapted Lawson Classroom Science Reasoning Ability Test (LCSRAT), which was validated by experts and yielded a reliability coefficient of 0.867. Mean and standard deviation were used to answer research questions, while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that biology student teachers possessed high levels of intuitive, transitional, and reflective thinking. The results further showed significant positive relationships between each component of reasoning ability and academic achievement. Intuitive thinking had a moderate relationship, transitional thinking had a weak relationship, while reflective thinking showed a strong relationship with academic achievement. The study concluded that reasoning ability is a key determinant of academic achievement among biology student teachers. It was recommended that teacher education programmes should integrate instructional strategies that promote higher-order thinking skills to improve students’ academic performance. 


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