EFFECTS OF SELF-LEARNING AND EXPLICIT INSTRUCTIONAL STRATEGIES ON THE ACHIEVEMENT OF BIOLOGY STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT, NIGERIA

Authors

  • J. A. Omeligwe M.Ed., Department of Science Education, Delta State University, Abraka, Nigeria
  • E. Kpangban PhD, Department of Science Education, Delta State University, Abraka, Nigeria

DOI:

https://doi.org/10.46827/ejoe.v8i2.4797

Keywords:

self-learning instructional strategies, explicit instructional strategies, biology achievement, students

Abstract

This study was carried out to investigate the effects of self-learning and explicit instructional strategies on the achievement of biology students in Delta Central Senatorial District. The study adopted the pre-test post-test control group quasi-experimental design. Seven research questions and seven hypotheses were raised and formulated to guide the study, respectively. A sample of three hundred and thirty-five senior secondary II students randomly selected from six public mixed secondary schools xusing simple random sampling techniques was used for the study. The instrument used for data collection was the Biology Achievement Test (BAT). The reliability of the BAT was established using Kuder-Richardson formula 21 which yielded a coefficient of 0.87. The data obtained were analysed using Means, Standard Deviation, paired sample t-test, Scheffe post hoc test and Analysis of Covariance at 0.05 level of significance. The results obtained revealed that there was a significant effect of self-learning and explicit instructional strategies on biology students’ achievement, compared to the lecture method; there was a significant difference in the achievement of biology students taught with self-learning and explicit instructional strategies in favour of students taught with explicit instructional strategy; there was no significant difference between the mean achievement scores of male and female students taught biology using self-learning and explicit instructional strategies; there was no significant effect of the interaction of teaching method and sex on biology students achievement. Based on the findings, it was concluded that self-learning and explicit instructional strategies are effective strategies in boosting students’ achievement in biology. It was, therefore, recommended that science teachers, especially biology teachers, should expose biology students to self-learning and explicit instructional strategies that promote active participation and ultimately enhance achievement.

Author Biographies

  • J. A. Omeligwe, M.Ed., Department of Science Education, Delta State University, Abraka, Nigeria

    Omeligwe, J. A. is a passionate and certified biology teacher skilled in classroom management. An expert in lesson planning and curriculum designing that encourages students’ growth and monitors academic progress concurrently. She attended Delta State University Abraka, where she graduated with the Bachelor of Science Education (Biology) with a second-class upper division degree in 2016. Also obtained a Master's degree in Science Education (Biology) from Delta State University in 2022.

  • E. Kpangban, PhD, Department of Science Education, Delta State University, Abraka, Nigeria

    Professor Emperor Kpangban attended the old College of Education, Abraka, where he obtained the Nigeria Certificate In Education (NCE) in English and Geography in 1974, the University of Benin, where he graduated with the Bachelor of Education(Geography) with a Second Class Upper Division degree in 1980, the University of Manchester in England, where he obtained the Master's degree in Teacher Education In 1986, and the University of Ibadan, where he obtained the Doctor of Philosophy degree in Educational Evaluation in 2000. His engagement with the Delta State University, Abraka, began in 1993 as Lecturer 1. He rose to become Professor of Curriculum and Instruction in 2007. Professor Kpangban has published widely in national and international journals. In journals, textbooks, classrooms, conferences, seminars, workshops and the cyberspace, Professor Kpangban's ideas ring out in response to issues of pedagogy and general intellectual discourses. His academic exploits earned him a Federal Government Academic Merit award in the 1979/1980 session, the British Council award for the Master's degree, membership of professional bodies and editorship of journals and consultancies, among many other honours befitting an academic. He is also External Assessor and External Examiner to a number of higher educational institutions. He has served the Delta State University, Abraka in different capacities as: Head of Department, Director of Sandwich, Director of General Studies, Director of the Institute of Education, Director of the Joint Universities Preliminary Examinations Board (JUPEB) and currently he is member of Senate, member of the Governing Council and Dean the Faculty of Education.

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Published

2023-04-26

Issue

Vol. 8 No. 2 (2023)

Section

Articles

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