Effect of Context–Based Instructional Approach on Academic Performance in Biology among Secondary School Students in Gombe Metropolis, Gombe State, Nigeria
*1Hafsat Ahmad Hassan, 2Mohammed Kala Dauda, 3Zubairu Sulaiman, & 4Augustine Ugumba Okoronka
*1,2&3Department of Science Education, Faculty of Education, Gombe State University Email: hafsey248@gmail.com
4Faculty of Technology Education, Modibbo Adama University Adamawa State Nigeria
Abstract
This study investigated the effect of Context-Based Approach on Students’ Academic Performance in Biology among Senior Secondary School Two Students in Gombe metropolis, Gombe State, Nigeria. Four research questions and Six null hypotheses were formulated and tested in the study. The design of the study was quasi experimental of pretest- posttest and control groups. One hundred and forty (140) students were selected from two schools and the students were assigned to experimental and control groups from a population of 24,526 students in 19 schools. The groups were exposed to lesson treatment of six weeks. The experimental group was taught using Context-Based Instructional Approach while the control group was taught using conventional method on same Biology contents of Respiratory system. The instruments were validated by three experts and reliability coefficient obtained was 0.72. Descriptive statistics of mean and standard deviation were used to answer research questions while inferential statistic of ANCOVA was used to test the hypotheses at 0.05 level of significance. The results of the study showed significant difference in mean performance scores of students taught Biology concepts using context-based approach over students taught same biology concepts using conventional method. No significant effect of the treatment and gender on student’s academic performance difference while a significant interactive effect was shown between treatment and group on retention with (p=0.00 <0.05) with 97.8% of the variance in retention. based on the findings of this study some recommendations were offered among others; Context-Based Instructional Approach to teaching Biology be used in teaching respiration adopted at all levels of Biology education because it enhances academic performance. Context-Based Instructional Approach can help Biology teachers to disseminate knowledge to the best of their ability by making use of all available resources rather than resorting to the use of conventional method.
Keywords
Context based, Achievement, Respiratory system
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