Effect of Combined Instructional Techniques on Learners' Academic Achievement and Practical Skills in Biology in Ibadan

Abstract

In Nigeria, persistent poor academic achievement of learners in Biology had been observed in both theoretical and practical aspects over the years. This has been attributed to learners having poor understanding of biological concepts and principles and its application as a result of the traditional method of teaching (Lecture method) commonly by employed teachers which reflects on learners' lack of understanding of the subject. Thus, every effort must be made to ensure that learners understand the concepts and principles in order to be able to apply the min all learning situation and their daily living. Therefore, a combined instructional technique (Analogy-Scaffolding) was examined. A pretest-posttest control quasi-experimental design was employed. This study used a random sampling in selecting one educational zone out of two educational zones in Ibadan and purposive sampling was used in selecting two co-educational schools and an arm of SS 2 science intact class each school was used totaling 50 learners. Four validated and standardized instruments were used: Achievement Test in Biology (AB) (r — .76), Biology Practical Skill Test (BPST) (r = .86), Analogy and Scaffolding instructional technique guide and conventional instructional technique guide. Four hypotheses were tested at p 0.05. The data analyses used were mean, standard deviation and analysis of co-variance: The findings show that learners' academic achievement was high in analogy-scaffolding group (x 16, SD 0.9) While conventional group was low (x 2.06, SD 0.59) [F(l,46) 234.672), p< 0.005]. The practical skills of analogy scaffolding group was also high (x=26.60, SD — 7.71) while conventional group was low (x=3.32, SD 0.61)  110.969, p < 0.05]. The analogy-scaffolding instructional technique and academic achievement and practical skills were significant. Gender was not statistically significant (x 9.04, SD 4.56) and (x—i5.70, SD-13 and (x-8.96, SD 5.46 and (x-14.28, SD =9.96) respectively. It was recommended that the combined active instructional techniques which deal with theoretical and practical aspects should be encouraged and adopted during teaching/learning of Biology.