TOWARDS SCALING UP STUDENTS’ PERFORMANCE AND RETENTION IN BASIC SCIENCE USING ETHNO SCIENCE ENRICHED INSTRUCTION

Authors

  • Danjuma, G. Stella
  • Maikano Stanley
  • Umoru, E. Suzan

Keywords:

Ethno science-Enriched Instruction, Performance, Retention; Conventional strategy, and Gender

Abstract

This study investigated the impact of Ethno science Enriched Instruction on Basic Education Students’ Performance and Retention in Basic science in Wukari education zone, Taraba State, Nigeria. Quasi-experimental design, involving non-equivalent control group design was used for the study. Four research questions guided the study while four null hypotheses were tested at .05 level of significance. The sample size for the study was 127 upper basic II basic science students; consisting of 78 males and 49 females drawn from two public secondary schools using multistage sampling techniques. The instrument used for the study was Basic Science Performance Test (BSPT) with reliability index of 0.78. The research questions were answered using mean and standard deviation, while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that there was statistical significant difference between the mean performance and mean retention scores of students taught Basic science using ethno science enriched instruction strategy and those students taught using conventional learning strategy. However, the findings on gender revealed that there is no statistical significant difference in the performance and retention scores of male and female students taught Basic science using ethno science enriched instruction strategy. It is therefore recommended that Science teachers should be exposed to Ethno science-enriched instructional strategy through seminars or trainings to improve their inputs during teaching/learning, and Basic science teachers should be encouraged to use Ethno science-enriched instructional strategy to improve and bridge the gap between male and female Basic science students’ academic performance and retention.

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Published

2024-09-03

How to Cite

G. Stella, D., Stanley, M., & E. Suzan, U. . (2024). TOWARDS SCALING UP STUDENTS’ PERFORMANCE AND RETENTION IN BASIC SCIENCE USING ETHNO SCIENCE ENRICHED INSTRUCTION . BW Academic Journal. Retrieved from https://bwjournal.org/index.php/bsjournal/article/view/2291