Assertive, Questioning, Prior-Knowledge, Behavioral Objectives, Abilities and Achievement
Samba, Regina Marita Onabid
Ogah, John Odo
The study investigated how the achievement of students with different ability groups could vary when taught secondary biology using Assertive Questioning and Prior Knowledge of Behavioral Objectives, in Benue State, Nigeria. Five research questions were raised and five hypotheses formulated and tested at 0.05 level of significance. A quasi-experimental, non-randomized control group pretest and posttest research design was adopted. The population comprised 8,571 senior secondary two (SSII) students, out of which 264 students were sampled, from six government grant-aided schools, using multistage sampling technique. Data were generated using researcher constructed Ability Group Test (AGT) and Biology Achievement Test (BAT), along with five lesson plans each for respective instructional packages. Face and content validity of instruments were done by experts in Science Education and Test & Measurement. AGT and BAT had reliability coefficients of 0.98 and 0.72 respectively, using Kuder-Richardson formula 21 (KR21). Data collected were analyzed using means and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings of the study revealed that there was significant difference in the mean achievement scores of students taught cellular respiration and excretory system in Biology using assertive questioning strategy, Prior knowledge behavioral strategy and lecture method (F (2, 264) = 18.895; P = 0.000 0.05). Based on the findings, it was recommended among others that teachers of Biology should use assertive questioning strategy and prior knowledge of behavioral objectives strategy to improve the academic achievement of students with different abilities.