EFFECT OF STUDENTS IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN BIOLOGY
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Abstract
The study investigated the effects of students improvised instructional materials on students? achievement in Biology. This study became necessary because of the unavailability of instructional materials for teaching biology in the secondary schools. The study employed a quasi experimental design, specifically the pretest ? posttest non equivalent group design. One hundred and forty SSI students from potiskum Education Zone from 2 schools randomly drawn from public primary schools in Potiskum education zone of Yobe State formed sample of the study. Three experts validated the instrument Biology Achievement Test (BAT). Five research questions were answered and five hypotheses were tested. The data were analyzed using mean, standard deviation and ANCOVA. The results revealed that students taught using improvised instructional materials performed better than students taught using conventional material; male students did not perform better than their female counterparts in Biology; rural students performed better than urban students in biology; The results do not suggest ordinal interaction effect between mode of method and gender on students? achievement in biology. This was because at all the levels of gender, the mean scores were higher for student?s improvised instructional material; the result suggests ordinal interaction effects between modes of method and location on students? achievement in Biology; this was because at all the levels of location, the mean scores were higher for student?s improvised instructional material compared to conventional materials with lower mean scores; there was significant difference in the mean score of students taught using students improvised instructional material and those taught using conventional instructional materials; there was no significant difference in the mean achievement scores of male and female students in biology; there was significant difference in the mean achievement scores of urban and rural students in biology; The interaction effect of method and gender on students mean achievement scores in Biology was, not statistically significant. The interaction effect of method and location on students? mean achievement scores in Biology was, not statistically significant. Based on the findings and implications, it was recommended that teaching of Biology in secondary school should be conducted in a manner that students will effectively understand and learn the concept taught. It was suggested that further research could be carried out on this topic using true experimental research.
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