EFFECTS OF PROJECT-BASED APPROACH ON ACQUISITION OF ENTREPRENEURIAL SKILLS, RETENTION AND PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN NIGER STATE, NIGERIA

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dc.contributor.authorMOHAMMED, Ibrahim Bala
dc.date.accessioned2019-10-03T15:14:16Z
dc.date.available2019-10-03T15:14:16Z
dc.date.issued2019-05
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY, ZARIA, IN PATIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATION DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Effect of Project-based Approach on Acquisition of Entrepreneurial Skills, Retention and Performance in Biology, among Secondary School Students, in Niger State, Nigeria. The study adopted pre-test, post-test, quasi-experimental design. The population consisted of 149,290 public senior secondary school students in the state. Three secondary schools were purposively sampled from the seven educational zones in the state. The sample size was 150(75 male 75 female) SSII Biology students assigned to three groups (two Experimental groups (EG1&EG2) and one Control Group (CG)} with 50 subjects per each group. Three instruments (1) Biology Concept Entrepreneurship Test (BCET), (2) Entrepreneurial Skill Acquisition Test (ESAT) and (3) Biology Achievement Test (BAT)were used in collecting data after validation. The reliability coefficients of the instruments using PPMCC were estimated at r = 0.71, r = 0.78 and r = 0.68 respectively. Results from this study provided answers to six stated research questions using descriptive statistics in form of mean, standard deviation and standard error. Hypotheses testing were carried out using t-test, Scheffe test, ANOVA and ANCOVA at P<0.05 level of significance. One among the hypotheses states that there is no significant difference in students‘ performance means scores when exposed to Project-based Approach and their counterparts taught using Lecture Method. ANOVA and Scheffe test were conducted to identify the cause of the significant difference. One of the findings revealed that there was significant difference in performance mean scores of students taught biology concepts for entrepreneurship using Project-based Approach. There is significant difference in students‘ ability levels in skills acquisition using DATS as assessment tool over those exposed to TFLE as assessment tools of Project-based Approach in biology. Based on the findings recommendations were made one of which was, a common curriculum should be developed to maximise students‘ retention and performance in acquisition of meaningful knowledge and skills in biology through Project-based Approach.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12102
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectPROJECT-BASED APPROACH,en_US
dc.subjectACQUISITION,en_US
dc.subjectENTREPRENEURIAL SKILLS,en_US
dc.subjectRETENTION AND PERFORMANCE,en_US
dc.subjectBIOLOGY,en_US
dc.subjectSECONDARY SCHOOL STUDENTS,en_US
dc.subjectNIGER STATE,en_US
dc.subjectNIGERIA,en_US
dc.titleEFFECTS OF PROJECT-BASED APPROACH ON ACQUISITION OF ENTREPRENEURIAL SKILLS, RETENTION AND PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN NIGER STATE, NIGERIAen_US
dc.typeThesisen_US
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