Impact of Decol Thinking Conceptual Training Model on Teachers' Wait-Time Management and Pupils' Length of Self Expression in the Classroom, in Jos South Local Goernment Plateau State, Nigeria

Abstract

The study investigated the impact of Decol Thinking Conceptual Training Model on teachers’ questions wait-time in relation to pupils’ length of self expression in basic science classrooms, in Jos South Local Government, Plateau State Nigeria. The sample for this study comprises basic primary five pupils randomized between experimental and control groups. A total of 60 randomly selected basic primary five school pupils were exposed to the Decol Thinking Conceptual Training Model (experimental group), while 60 randomly selected pupils were not exposed to the Decol Thinking Conceptual Training Model. A pre-test-post test control group research design was used. Observation through recording of classroom questioning interactions between teachers and their pupils was used as instrument for data collection. In addition, a cool Edith programme was used to measure the length of pupils’ self expression in response to basic science teachers’ questions. Two research questions were asked and one null hypothesis was tested. Data were analyse using chi-square statistic. The results show that the Decol Thinking Conceptual Training Model produced a significantly positive effect on primary five basic science teachers’ questioning behaviours as well as on pupils’ length of self expression. It was recommended that both teachers and pupils should be trained using Decol Thinking Conceptual Model to improve wait-time management and increase length of pupils’ self expression in primary science classrooms to enhance pupils’ thinking skills, promote understanding of basic science concepts and facilitate successful living in the society.