Effect of Instructional Models on Retention of Biology Concepts among Secondary School Students in Ogoja Education Zone, Cross River State, Nigeria

Abstract

The purpose of the study was to determine the effect of instructional models on retention of biology concepts the digestive system among secondary school students. A research question was raised and one hypothesis formulated to guide the study. The population of the study comprised all the SS II Biology students in the 88 public secondary school in Ogoja education zone. Multi – stage sampling approach involving simple random stratified and purposive sampling technique was used to select 127 subjects for the study. The research design adopted for the study is a quasi-experimental non-randomized factorial design using a pretest posttest control group for the study. A Biology retention test with 50 items multiple choice questions was the instrument for data collection, administered to 125 senior secondary school two Biology students. The reliability of the instrument was obtained at 0.79 using Kuder Richardson Formula (KR-20). Analysis of covariance was used and the result showed that students taught Biology concepts using instructional models had a higher mean score than those taught without instructional models, biology teachers should incorporate instructional models as key component in the teaching-learning process.