EFFECT OF METACONCEPTUAL TEACHING APPROACH ON BIOLOGY STUDENT’S ACADEMIC PERFORMANCE, RETENTION AND INTEREST IN SECONDARY SCHOOLS IN RIVERS STATE.

Abstract

This study investigated the effect of Metaconceptual Teaching Approach on Biology Students academic performance, retention and interest. Six objectives, research questions and six hypotheses guided the study. Quasi-experimental and descriptive designs were adopted for this student. The population of the study is 31,660 biology students comprising of 16,865 female and 14,795 male in secondary school in Rivers East Senatorial District. The sample size for the study was 179 SS1 students that were purposively drawn from four selected secondary schools representing each of the clusters using multi stage sampling technique. Data was collected using Photosynthesis Performance Test, Photosynthesis Retention Test and Students Questionnaire. The instruments were validated by the research supervisor and two other experts each from the department of Science Education and Department of Educational Foundation (Measurement and Evaluation Specialist) both from Rivers State University Port Harcourt. The reliability of the instrument were ascertained using Kurder- Richardson-20 for Photosynthesis Performance Test while Cronbach-alpha was used for students Interest Questionnaire. The reliability coefficient of 0.81, 0.79 and 0.77 respectively were estimated. The research questions were analyzed using mean and standard deviation, while hypotheses were tested using ANCOVA at 0.05 level of significance with the aid of SPSS.  Findings show significant statistical differences in both performance, Retention and interest of students taught photosynthesis using MTA and those taught using Lecture Method. Findings also show that student taught using MTA demonstrated a deeper understanding of the subject matter than those taught using lecture method. Based on the findings, it was recommended amongst others that secondary school biology teachers should adopt the MTA as a preferred instructional strategy when teaching topics such as photosynthesis as this will help foster deeper understanding and improve academic outcomes.