EFFECTS OF CONSTRUCTIVIST CLASSROOM APPROACH ON ACADEMIC ACHIEVEMENT IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN ILORIN METROPOLIS.

Abstract

The study investigated the effects of constructivist classroom approach on students' achievenment among Secondary School Biology students in Ilorin metropolis of Kwara State. The study adopted a pre-test, post-test, non-randomized quasi experimental design. The target population comprised 11,465 Senior Secondary two (SSII) Biology students of 2017/108 Session in lorin metropolis. A total number of one hundred and seventy-nine (179) Students from two co-educational Schools was sampled for the study. Ninety four (94) Students served as experimental group while 85 served as the control group. one research instrument was used for the study: Biology Achievement Test (BAT). The instrument was validated by two Biology Education experts from the Department of science education Federal University of Technology Minna. The BAT was pilot tested using th split half method with similar samples wilthin the population of study and the reliability coefficient of 0.77 was obtained using Pearson Product Moment Correlation Coefficient (PPMC). Two research questions were answered and two null hypotheses were tested of 0.05 levels of significance. Analyses of data was carried out using Analysis of Variance (ANOVA). The result obtained showed that there was significant effect of the treatment on students' achievement between the experimental and control groups (Fcal (1,177) = 153.22, p< 0.05). Gender had no significant effect on students' achievement in the experimental group (Fcal (1,92) = 0.174, p>0.05). It was recommended that, Biology teachers should deploy the constructivist classroom approach in teaching Biology concepts in order to enhance students' achievement.