Effects of the Use of Instructional Materials on Senior Secondary School Students’ Achievement in Biology in Oyo town, Oyo State
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Date
2024-12
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Lead City University, Ibadan
Abstract
The abstract nature of respiratory physiology, combined with limited hands-on experiences and interactive learning opportunities, impedes students' understanding and retention of crucial concepts. Furthermore, the inadequate access to high-quality instructional materials exacerbates the issue, leaving students without sufficient resources to supplement their classroom learning. This study therefore determined the effects of standardised and improvised instructional materials on the academic achievement of Senior Secondary School Biology students in respiratory system topics in Oyo town, Nigeria. This study was guided by 11 hypotheses. The study was also grounded on constructivist and cognitive theories and adopted the pretest-posttest quasi experimental research design of 3x2 factorial matrix. The study population consisted of 13,716 senior secondary school students in the Oyo town. The purposive sampling technique was employed to select three intact classes of 149 SSS 11 students. Biology Achievement Test (BAT) (KR20 =0.8) was used as instrument for data collection. The data were analysed using ANCOVA at a significant level of 0.05. Result from the findings showed [F(1;144) = 46.627; P-value < 0 .05], significant effects of improvised instructional materials on academic achievement of Senior Secondary School Biology
students in respiratory system [F(1;144) = 50.939; P-value < 0. 05], significant effects of standardised instructional materials on academic achievement of Senior Secondary School Biology students in respiratory system [F(1;144) =1.448; P >0.05], significant effect of conventional method on academic achievement of Senior Secondary School Biology students in respiratory system [F(1;144) =3.034; P- value >0.05], no significant effects of gender on academic achievement of Senior Secondary School Biology students in respiratory system and [F(1;134) = 0.620; p> 0.05] ], no significant effects of improvised instructional materials, standardised instructional materials and gender on academic achievement of Senior Secondary School Biology students in respiratory system. Additionally, the absence of significant gender differences suggests that both male and female students benefited equally from the instructional approaches employed. These results underscore the importance of integrating diverse instructional strategies to improve learning environments in science education. The study offered practical implications for educators, curriculum developers, and teacher training programmes, emphasising the need for a blended approach that combines standardized and improvised resources to improve educational outcomes.
Keywords: Instructional Materials, Respiratory System, Academic Achievement in Biology, Gender differential
Word count: 296
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Keywords
Instructional Materials, Respiratory System, Academic Achievement in Biology, Gender differential
Citation
Kate Turabia