Effects of Z-A Approach Teaching Strategy on Academic Achievement of Biology Students in Senior Secondary Schools in Minna Metropolis.

Abstract

The effectiveness of Z-A approach teaching strategy on academic achievement of students in Biology was investigated in this study. The researchers adopted quasi experimental research design. The sample for the study consisted of 1 26Senior Secondary School II (SSII) students from two intact classes. The classes were randomly assigned to experimental and control groups. The instrument used for the study was Biology Achievement Test (BAT) designed by the researcher. Two hypotheses were formulated and tested at 0.05 alpha level of significance. The data were analyzed using mean, standard deviation and t-test statistics. The results indicated that there was significant different between the mean achievement scores of control and experimental groupst (123) = 3.866, p<0.05 level of significance, there was no significant difference in the mean academic achievement scores of male and female students taught with Z-A approach teaching strategy t(54) = 0.601, p > 0.05 . It was therefore concluded that Z-A approach teaching strategy improves students' achievement in Biology than the conventional lecture method that explains theories and concepts before application. It is therefore recommended among others that teachers should be encouraged to employ the use of Z-A approach teaching strategy in teaching of Biology in secondary schools.