Effects of pre-instructional word-clearing strategy on achievement in biology among Senior Secondary School Students in Ilorin, Nigeria

Abstract

An important function of the school system is to improve students’ academic achievement and produce a pool of skilled manpower that will promote national development. Science educators are incessantly concerned about the need to improve academic achievement in sciences, hence, this study examined the effects of pre-instructional word clearing strategy on academic achievements of Senior Secondary School Students in Biology. The study was an experimental type using the quasi-experimental design, non-randomized and non-equivalent pre-test and posttest control group design. A total of one hundred and fifty eight (158) students were involved in the study. Analysis of Co-variance (ANCOVA) was used to test the generated hypotheses while pre-test and post-test scores were analyzed using the mean scores. The findings of the study revealed that the use of pre-instructional word clearing as an instructional strategy  enhanced better achievement of students in Biology. However, there was no significant difference in the achievement of students taught using a pre-instructional word-clearing strategy and those that were taught not using a pre-instructional word-clearing strategy based on gender. Scoring level had significant effect on the achievement of Biology students. Based on the findings of the study, it was recommended that teachers should adopt student-centered approach to enhance meaningful learning and retention .Teachers should be encouraged to adopt pre-instructional word-clearing strategy in order to improve to improve their learning, particularly the high scorers.

Keywords: Effects, Pre-instructional, Word-clearing, Strategy, Achievements