Effect of Two Instructional Strategies on Students’ Achievement at Selected Abstract Concepts : A Case Study on Biology Learning in Kwara State, Nigeria

Gabriel Segun Adewumi; Adejoke Arinlade Akanbi; Kamilu Olanrewaju Muraina

doi:10.56741/jpes.v3i02.529

Authors

Gabriel Segun Adewumi Prince Abubakar Audu University https://orcid.org/0009-0008-9938-4812
Adejoke Arinlade Akanbi Federal College of Education (Special) Oyo https://orcid.org/0000-0002-7420-436X
Kamilu Olanrewaju Muraina
muraina_kamilu@yahoo.com
Prince Abubakar Audu University https://orcid.org/0000-0002-1399-1590

Keywords:

Abstract Concept, Achievement, Biology, Inquiry Learning, Project-based Learning

Abstract

This study determined the effects of two instructional strategies (Project and Inquiry) on students’ achievement in selected abstract concepts of Biology. The study adopted the pretest-posttest control group, a quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) of Kwara state were randomly selected. Participants were randomly assigned to treatment groups. The instruments used were: the Biology Student Achievement Test (r=0.88) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses were formulated and tested at a 0.05 level of significance. The data collected were analyzed using analysis of covariance, the treatment had a significant main effect on students’ achievement on some selected abstract concepts in Biology(F(2, 107) =12.061; p<0.05, partial η2 = 0.184). Project strategy (PS) treatment group 1 has the highest adjusted mean achievement scores (x ̅=23.21) than those in the Inquiry Strategy (IS) treatment group11 (x ̅=17.81) and the students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement scores (x ̅=17.20). This order is represented as PS >IS > CS. The male students showed greater improvements in mean gain of achievement scores by 21.94 and female students by 17.13. Based on the findings Project and Inquiry strategies should be adopted for the improvement of students’ achievement in abstract concepts in biology.

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Author Biographies

Gabriel Segun Adewumi, Prince Abubakar Audu University

is a member and Lecturer II in the Science Education Department, Faculty of Education, Prince Abubakar Audu University Anyigba, Nigeria. He specializes in Biology Education with a research interest in Science Pedagogy. He has PhD in Biology Education at the University of Ibadan, Nigeria (email: adewumigabriel60@gmail.com).

Adejoke Arinlade Akanbi, Federal College of Education (Special) Oyo

is a member of the member of Science and Technology Education, School of Science, Federal College of Education (Special) Oyo, Nigeria. She specializes in Biology Education with a research interest in Science Teaching and Pedagogy. He is a research scholar in Biology Education at the University of Ibadan, Nigeria (email: adejokeak@gmail.com).

Kamilu Olanrewaju Muraina, Prince Abubakar Audu University

is a member and Senior Lecturer in the Educational Foundations Department, Faculty of Education, Prince Abubakar Audu University Anyigba, Nigeria. He specializes in Counselling and Education Evaluation with a research interest in Assessment and Behaviour. He has PhD in Counselling Education at the University of Ibadan, Nigeria (email: muraina_kamilu@yahoo.com).

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