instructional strategies on students’ interest in Basic Science climate change concepts. Three

research questions were answered while three hypotheses tested at 0.05 level of significance. The

research adopted a non-equivalent pre-test post-test, non randomised, quasi experimental design.

The population consists of 5,773 (2,063 males and 3,710 females) upper basic 3 students from

162 upper basic co-educational schools.

The sample comprised 188 (92 males and 96 females)

Upper Basic 3 students from two upper basic co-educational schools selected using multi-stage

sampling procedure. Students’ Interest in Climate Change Questionnaire (SICCQ) was used to

collect data. After face validity, reliability of SICCQ was computed using Cronbach Alpha

method and it yielded 0.87. Trained research assistants (Basic Science teachers in sampled

schools) taught students in experimental and control groups. The period used for data collection

was seven weeks. Mean and standard deviation were used to answer research questions while the

hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA)

statistic.

Findings showed that there was no significant difference between the mean interest

ratings of students taught climate change concepts using PLAN game instructional strategy and

those taught using concept mapping instructional strategy in Basic science (F(2,185) = 1.436; p

= 0.232>0.05); there was a significant effect of PLAN game instructional strategy on male and

female students’ mean interest ratings in climate change concepts in Basic science (F(2,94) =

7.790; p = 0.006< 0.05; there was a significant effect of concept mapping instructional strategy

on students’ mean interest ratings in climate change concepts in Basic science based on gender

(F(2,88) = 12.700; p = 0.001< 0.05). It was recommended among others that, Basic Science

teachers should adopt the use of PLAN game and concept mapping instructional strategies in the

teaching of climate change concepts.