The study focused on station rotation model and biology students’ academic performance and retention in secondary schools in Obio-Akpor, Rivers State, Nigeria. Three objectives of the study, three research questions, three null hypotheses guided the study. The study adopted a Quasi experimental design. The population of the study was 4,800 public secondary school one (SS1) Biology students, while the sample of the study was one hundred and ten (110) students. Purposive sampling technique was used in selecting the sample. The instruments used for the study were the Biology Students Academic Performance Test (BSAPT) and Biology Student Retention Test (BSRT). The instruments were properly validated and the reliability coefficients of 0.86 and 0.78 respectively. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used and statistical tools for the study. The finding amongst others revealed that students exposed to Station Rotation Model of teaching and learning performed better than those in the control group who were not exposed to Station Rotation model of teaching. Thus, the study recommend that Station Rotation Model of teaching and learning should be adopted at secondary school level for the teaching of Biology. Also a 21st Century learning skills should be incorporated into classrooms which will provide learners with the opportunity to take charge of their learning especially at the secondary school level. Furthermore, proper attention should be given to the selection of teaching strategies by teachers for improved productivity.
Keywords: Biology, Students performance, retention and gender, station rotation model
