Some of the instructional problems perceived to be impediments to siudents, effective learning of science range fron inability to read to lack of comprehension of the language used in texts.
This study was conducted to investigate the effect of wordings of questions on science achievement of Junior Secondary School students in Nigeria.
1,893 Junior Secondary Two integrated science students (1,207 boys, 686 girls) in 14 secondary schools of seven states of Nigeria formed the sample of the study. The choice of the subjects, schools and states wras by simple randomization.
A 5o-item Nigerian Integrated Science project Assessment Test {NISPAT) was
developed and used to collect the data on the study, The instrument has a
reliability of 0.90.
The analysis of the data indicated that there was a significant difference
in the response of the students in the NISPAT between questions that involved words related to the memorization of concepts and those that require their understanding.
Based on the results, implications for and recommendations to science teachers, science curriculum developers and science education have been outlined.