Effect of Collateral Learning Strategy on the Achievement of Secondary School Students in Some Biology concepts in Minna Metropolis

Abstract

The study investigated the effects of collateral learning strategy on achievement of secondary school students in some biology concepts in Minna metropolis. A quasi-experimental, non-equi9valent, non-randomized, pre-test, post-test, control group design was employed using only the senior secondary (SS2) biology students. A research instrument of 20 multiple choice items on genetics concepts was self-developed and was trial-tested, and the reliability co-efficient obtained was 0.68 using the KR-21 formula. The research instrument was Genetics Achievement Test (GAT) was validated by experts from science education and biological sciences. Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The finding revealed that teaching that teaching and learning genetics concepts using collateral learning strategy significantly increased academic achievement of the students. Findings also revealed that there was significant difference in the mean achievement scores of students taught using collateral learning strategy (CLS). The result also reveals that there is no significant interaction effect between CLS and gender on students’ achievement scores. The researchers, therefore, recommends seminars, symposia, workshops and trainings should be encouraged towards effective teaching and learning in science education.