PROGNOSTICATING SCIENTIFIC LITERACY OF PRESERVICE BIOLOGY TEACHERS: INFLUENCE OF LEARNING APPROACH AND MENTAL ABILITY

Abstract

The study assessed how learning approaches used by the teachers and their mental abilities could impact developing scientific literacy with a focus on Biology. The study adopted correlational survey design. The population comprised all preservice Biology Teachers in Osun state. The researcher selected One hundred and fifty preservice teachers for the study using a simple random sampling technique. Three instruments called ASSIST approaches, Scientific literacy test(SLT), and Mental Ability Test with reliability coefficient of 0.76 for ASSIST using Cronbach Alpha, 0.72 for SLT using Kuder Richardson21 and 0.82 for MAT using Kuder Richardson 21 were used to collect data for the study. The study showed a low level of mental ability and scientific literacy of respondents (x = 6.24 from a maximum obtainable score of 24). The Deep Learning approach was predominated among the respondents, as shown by 60%. The deep learning approach and mental ability are the strongest predictors of scientific literacy. It then becomes essential preservice teachers employ deep learning approaches and improve mental abilities to enhance their scientific literacy. Educators should emphasize adopting a constructivist learning approach to the learner to improve the scientific literacy of preservice teachers.