IMPACT OF PORTFOLIO-BASED LEARNING STRATEGY IN BASIC SCIENCE AND TECHNOLOGY ACADAMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS, MINNA, NIGER STATE

Abstract

Impact of portfolio-based learning strategy in Basic Science and Technology acadamic achievement in junior secondary schools, minna, niger state. Two research questions were posed and two null hypotheses tested at 6,05 level of significance. The design of the study was quasi¬experiment al design. The population comprised of 1065 Senior Secondary school two (JS II) students offering Basic Science and Technology in thirteen public senior secondary Schools in Minna of Niger State. Abuja.. A sample of356 JS II students from six intact classes in GAC served as the subjects for the study. One school of two intact classes (mixed) each were selected through purposive sampling technique and assigned to the two experimental groups and control group. Instruments used for data collection was Basic Science and Technology Achievement Test (CAT). The CAT was both face and content validated. The reliability coefficient of CAT was established using Pearson product correlation coefficient formular which yielded an index of 0.79. Data were analyzed using mean and analysis of covariance (ANCOVA). Results revealed that Portfolio-based learning Strategypings (X= 9.42) improved students' achievement in Basic Science and Technology but Portfolio-based learning Strategyping instructional strategy improve student academic achievement better than Conventional instructional strategy. The hypotheses related to these findings revealed a significant difference The female (13.26) students performed better than male (13.06) students in CAT using Portfolio-based learning Strategyping. However, these performances were not significant. Consequently, it was recommended that Portfolio-based learning Strategypings instructional strategies be adopted for effective teaching of Basic Science and Technology in secondary schools to enhance the achievement of male and female students and teachers should be trained on how to use this instructional strategy in teaching Basic Science and Technology and other science subjects for effective assimilation by students and consequently, better achievement.