EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA.
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EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA.
ABSTRACT
This study looked at how instructional materials affected academic achievement and retention among SS 2 biology students in Delta State. The study sample consisted of 86 SS2 biology students who were chosen at random from a population of 5,626 pupils in 18 public schools.
The Biology Achievement Test (BAT), which the researcher built and modified from prior WAEC questions, was validated by senior academics in science, English, and statistics from Ahmadu Bello University, as well as senior biology instructors in Delta State.
The instrument was tested and confirmed to have a reliability coefficient of 0.65. A quasi-experimental design was used, which included two groups: experimental and control. The experimental group received educational materials as therapy, but the control group received no training.
Four null hypotheses were investigated with t-test statistics. The following significant conclusions were made: The mean academic achievement scores of pupils taught using instructional materials (EG) differ significantly from those taught without instructional resources (CG).There is no significant difference in mean achievement scores between male and female students who are taught biological concepts utilising instructional tools.
There is a considerable difference in mean retention scores between students taught with and without instructional resources. Male and female pupils exposed to instructional materials exhibit significantly different memory abilities.
Based on these findings, some recommendations were made, including the use of instructional resources to facilitate biology teaching at the secondary school level.
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