EFFECTS OF SEQUENTIAL TEACHING METHODS ON SENIOR SECONDARY SCHOOL II BIOLOGY STUDENTS’ ACHIEVEMENT IN OYO STATE

Abstract

The study investigated the effects of sequential teaching methods on senior secondary school Biology student’s achievement in Oyo State. The research design used was quasi-experimental using pre-test and post-test control group approach. Two research questions and two null hypotheses were formulated. The population of the study consisted of all SSS II Biology students in Oyo East Local Government Areas of Oyo State. The sample size consisted of 100 SSS II Biology students from two selected public senior secondary schools in Oyo East Local Government, Oyo Zone. The instruments for data collection were 30-item Biology Achievement Test (BAT) validated by experts from Department of Biology, Federal College of Education, Special Oyo. Split half method was used to established the reliability of BAT and the results obtained gave the reliability coefficient r = 0.85. Descriptive statistic was used to answer the two research questions, while ANCOVA was used to test the null hypothesis. The results of the analysis showed that there was significant difference in students’ academic achievement in Biology between those exposed to sequential teaching methods and their counterparts taught with conventional method. It was also shown that there was no significant difference in students’ academic achievement of male and female taught Biology using sequential teaching methods. The results of the findings concluded that sequential teaching method has positive effect on students’ academic achievement and is gender friendly. It was recommended among others that regular workshops, seminars and conferences should be encouraged to use it in their classroom teaching and learning.