Interaction Effect of Facebook and Simulation Instructional Strategies on Students’ Attitude and Achievement in Biology in Senior Secondary Schools in FCT-Abuja (Published)
Interaction effect of facebook and simulation instructional strategies on students’ attitude and achievement in senior secondary Biology was investigated. Quasi-experimental design was adopted with population of 12719 and a sample of 247 senior secondary two biology students. Data were generated using Germination Achievement Test (GAT) and Student’ Attitude to Biology Questionnaire (SABQ). GAT and SABQ were subjected to reliability analysis using Kuder-Richardson formula 21 and Cronbach Alpha formula yielding coefficients of 0.75 and 0.68 respectively. Data were analyzed using graphs and Analysis of Covariance for testing the hypotheses. The results revealed no significant interaction effect of strategies and gender on mean attitude ratings of students towards seed germination; there is significant interaction effect of strategies and gender on mean achievement of students in seed germination. It was recommended that teachers should involve male and female students in learning activities to avoid gender stereotyping and create equal opportunities for male and female learners.
Keywords: Facebook instructional strategy, Gender, Seed Germination, Simulation instructional strategy, achievement in biology, attitude towards biology, interaction effect.
Fostering Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja Using Facebook Instructional Strategy (Published)
The study investigated how Facebook Instructional Strategy could be used to foster Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja. A quasi-experimental research design was adopted. The population comprised 12719 senior secondary two biology students. The sample consisted of 247 SSII biology students selected from six government schools in the study area using purposive sampling technique. Data were generated using Germination Achievement Test (GAT) and Students’ Attitude to Biology Questionnaire (SABQ). The GAT and SABQ were validated and subjected to reliability analysis using Kuder-Richardson formula 21 (K-R21) and Cronbach Alpha formula which yielded coefficients of 0.75 and 0.68 respectively. Six research questions guided the study, while six hypotheses were formulated. Data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that there is significant difference in the mean achievement score of students taught seed germination using facebook instructional strategy and those taught using the lecture method; there is significant difference in the mean achievement scores of male and female students taught seed germination using facebook instructional strategy. There is no significant difference in the mean attitude ratings of students taught seed germination using facebook instructional strategy and those taught using lecture method; There is no significant difference in the mean attitude ratings of male and female students taught seed germination using facebook instructional strategy. Based on the findings, it was recommended amongst others that biology teachers-trainees should be trained on the use of facebook instructional strategy in teaching biology.
Keywords: Achievement, Biology, Facebook instructional strategy, Gender, Seed Germination, attitude