Effect of Gagne’s-Nine-Events-of-Instruction on Academic Performance in Genetics among Biology Students in Kumbotso Zonal Education Directorate, Kano State, Nigeria
*1Sharfaddeen Shehu, 2Denen Daniel Ukor, 3Matthew Adetayo Omiola & 4Sukola Tambaya Ibrahim
*12,3,&4Department of Science Education, Federal University Dutsin-Ma, PMB 5001, Dutsin-Ma, Katsina State, Nigeria. Email: sharfaddeenshehu@gmail.com*1
Abstract
The study investigated the effect of Gagne’s Nine Events of Instruction on academic performance in genetics among students in some selected secondary school students in Kumbotso Zonal Education Directorate, Kano State. The research employed a quasi-experimental control group design with pretest and posttest measures. The population consisted of 9,617 (males and females) students from 33 secondary schools. From the population, ten (10) schools were selected using simple random technique and were given a pretest out of which four schools (two males and two females) were found to be equivalent in their performances based on the pretest result. One intact class from each school was randomly selected using simple random sampling technique which gave rise to four intact classes with a sample size of 196 participants. Genetic Performance Test (GPT) was used to collect data with reliability coefficient of 0.92. Descriptive statistics were used to analyze research questions, while ANCOVA and t-test were used to analyze the null hypotheses. Findings of the study revealed a significant difference in performance between students taught using Gagne’s Nine Events of Instruction and those taught using traditional methods in favour of the experimental group. Based on the findings, it was recommended among others that schools should adopt and implement Gagne’s instructional model in teaching science subjects as it enhances academic performance among students.
Keywords
Gagne’s Nine Events, Performance, Genetics, Instructional Design, Kumbotso Zonal Education Directorate
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