EFFECTS OF TEACHING-WITH-ANALOGY ON ACADEMIC PERFORMANCE AND RETENTION OF EVOLUTION CONCEPTS AMONG NIGERIA CERTIFICATE IN EDUCATION BIOLOGY STUDENTS
EFFECTS OF TEACHING-WITH-ANALOGY ON ACADEMIC PERFORMANCE AND RETENTION OF EVOLUTION CONCEPTS AMONG NIGERIA CERTIFICATE IN EDUCATION BIOLOGY STUDENTS
No Thumbnail Available
Date
2011-05
Authors
JIYA, ALICE
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigated the effects of teaching-with-analogy on academic
performance and retention of evolution concepts among NCE biology students. A
total of 280 students consisting of 100 females and 180 males formed the sample
for the study. Purposive sampling technique was used because the population was
small. The subjects were divided into two groups; the experimental group N=135
and the control group N=145. The study adopted the pretest, posttest, post-posttest
quasi experimental and control group design. A pretest was administered before
the treatment to establish the equivalence of the experimental and control groups.
The subjects in the experimental group were taught using Teaching-With-Analogy
(TWA), while the control group subjects were exposed to the lecture method for a
period of six weeks. The topics taught were evolution concepts. The researcher
instrument designed Evolution Achievement Test (EAT) was adopted from
biology textbook questions and past moderated NCE III examination questions.
These were validated for data collection. Three null hypotheses were tested. t-test
statistic was used to determine significant difference of the two groups at p≤0.05.
The major findings from the study include the following: there is significant
difference in the mean academic performance scores of experimental and control
groups in favour of experimental group. There is a significant difference in the
retention ability of the students taught using analogy compared to those taught
using lecture method of instruction in favour of experimental group. On the gender
related issue Teaching-With-Analogy favoured male students over the female.
Based on the findings it was concluded that NCE biology students learn evolution
concepts better when taught using teaching-with-analogy it was therefore
recommended that Teaching-With-Analogy should be used by biology teachers to
teach the concepts of evolution.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU
BELLO UNIVERSITY ZARIA, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN
SCIENCE EDUCATION DEPARTMENT OF EDUCATION, FACULTY OF
EDUCATION
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA
NIGERIA
Keywords
EFFECTS,, TEACHING-WITH-ANALOGY,, ACADEMIC,, PERFORMANCE,, RETENTION,, EVOLUTION,, CONCEPTS,, NIGERIA, CERTIFICATE,, EDUCATION,, BIOLOGY,, STUDENTS,