EFFECTS OF SEQUENTIAL TEACHING METHODS ON SENIOR SECONDARY TWO STUDENT’S’ ATTITUDE AND ACHIEVEMENT IN BIOLOGY IN JOS-SOUTH, PLATEAU STATE, NIGERIA.

Abstract

The study investigated the effects of sequential teaching method on senior secondary two
students’ attitude and achievement in Biology in Jos-South, Plateau State, Nigeria. The study
employed the non- randomized pre-test, post-test quasi-experimental research design. The
sample comprised 107 (54 male and 53 female) SS2 students offering Biology from four coeducational public secondary schools in Jos-South Local Government Area of Plateau State. Two
research questions and two null hypotheses guided the study. The Biology Achievement Test
(BAT) with reliability index, .92 and Students’ Attitude Towards Biology Scale (SATBS) with
reliability index .88 were used as instrument for data collection. Research questions were
answered using mean and standard deviation while hypotheses were tested using Analysis of
Covariance (ANCOVA) at .05 level of significance. Results revealed that sequential teaching
methods changed students’ attitude to Biology and also improved the achievement of secondary
school students in Biology. Based on the findings of the study, it was recommended that Biology
teachers should teach their students with sequential teaching methods to improve their attitude
and achievement in the subject. On the It was recommended that Biology teachers should teach
their students using sequential teaching methods to improve their attitude and achievement in
the subject.