EFFECTS OF TWO CONSTRUCTIVIST BASED TEACHING STRATEGIES ON BIOLOGY STUDENTS ACHIEVEMENT AND RETENTION IN BOSSO LOCAL GOVERNMENT AREA OF NIGER STATE

Abstract

The study Examine the Effect of two constructivist based teaching strategies on Biology students’ achievement and Retention in Bosso Local Government of Niger State. A sample of hundred and ten (110) S.S1 students from two schools (2) senior secondary in Bosso Local Government were used fpr the study. The students were randomly assigned to Experimental and control groups. Quasi experimental design was adopted in the study. The instrument used for data collection was the Biology Achievement Test (BAT) which was developed by the researcher and validated by lecturers in science Education Department, Federal University of Technology Minna. The instrument was also pilot tested to ascertain the internal consistency and the reliability coefficient formular was r= 0.70 was obtained. The data collected were analyzed using the mean, standard deviation and t-test analysis. The result indicates that there was significant difference in the mean achievement score of students taught using Discussion to those using Demonstration teaching method (t=10.3,df=108,p<0.05), there was significant difference in the mean achievement score of male and female students taught using Discussion and Demonstration method with (t=2.67,df=58,p<0.05). there was a significant deference in the mean retention score of students taught using Discussion method (t=10.3,df=108,p<0.05). there was no significant difference in the mean retention score of male and female students taught using Discussion and Demonstration method (t=0.74,df=58,p>0.05). Based on this findings it was concluded that the use of Discussion method is more effective in improving students achievement in Biology than the conventional Demonstration method. It is also therefore recommended that Government should provide adequate infrastructure and enabling environment for the use of Discussion method. School Principals should encourage and give necessary support to teachers for effective use of these methods in teaching and learning outcome.