Efficacy of Consequence Mapping Instructional Strategy on Achievemest and Knowledge Retention in Genetics Among Senior Secondary School Students in Niger State.

Abstract

The study investigated the effectiveness of consequence mapping instructional strategy (COMIS) in biology. The senior secondary school students offering biology in Edati local government area of Niger state constituted the population for the study. The sample consisted of one hundred and fifty four (154) senior secondary one biology students drawn from three randomly sampled schools in Edati Local Government Area of Niger State. They were sampled and assigned as experimental group (82) and control group (72). Three research questions and three hypotheses guided the study. A 24 — item, Genetically Difficult concepts Achievement Test (GEDCAT) four option, multiple choice tests was constructed and used by the researcher. The instrument was validated bv three experts from Department of science Education, Federal university of technology, Minna. This was pilot tested with reliability coefficients of 0.69. The study revealed that the experimental group performed significantly better than the control group and COMIS is sex dependent not environment dependent. It was therefore recommended that each school should as a matter of fact organize workshops and seminars in order to provide biology teachers with necessary skills and competence in using COMIS for effective and efficient teaching and learning of science — biology. Students, especially the females, should be given favorable conditions such as incentives, motivation and science instructional materials in schools for learning sciences.