EFFECT OF SELECTED TEACHING METHOD ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS IN CALABAR EDUCATION ZONE

Abstract

The study examined the effect of selected teaching methods, gender, and school location on students’ academic achievement in biology in Calabar Education Zone of Cross River State, Nigeria. Quasi-experimental research design was adopted in this study. One research question and hypothesis were posed and formulated respectively. Study population comprised of 5218 SS 1 Biology students. Stratified, simple random and purposive sampling techniques were used to draw 285 students from the population. Biology Achievement Test (BAT) was the only instrument used for Data collection. Reliability of the instrument was reached using KR-20 to realize .071. Data collected were analysis using three-way analysis of Covariance (ANCOVA). Results obtained shows that a significant interaction effect does not exist between teaching methods, gender and school location on biology students’ academic achievement. Based on the found, it was concluded that concept mapping and guided inquiry strategies be used as dominant teaching methods during biology lesson delivery. Also, the study concluded that teaching methods do not have a statistical significant effect on school location and gender. Based on these it was recommend among others that government and stakeholders as in educational sectors should organized regular in-service training on the judicious use of concept maps and guided inquiry teaching strategies.