EFFECT OF IMPROVISED DNA MODEL AND FLIP CHART ON STUDENTS’
PERFORMANCE AND RETENTION IN BIOLOGY IN EKET LOCAL GOVERNMENT
AREA, AKWA IBOM STATE.
Atabang, A. A., Edikpo, L. V. & Akpan, A. O
Department of Science Education
Akwa Ibom State University, Mkpat Enin, Nigeria
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Abstract
The study investigated the effect of improvised DNA model and flip chart on students’ academic
performance and retention in Biology in Eket Local Government Area. Five research questions
and five null hypotheses were formulated to guide the study. Quasi-experimental design
consisting of pre-test, post-test non-equivalent control group adopted for the study. The
population consisted of 1,338 Senior Secondary One (SS1) Biology students from all public coeducational
secondary schools in Eket Local Government Area for the 2023/2024 session. The
sample size consisted of one hundred and two (102) senior secondary three (SS1) Biology
students. A purposive sampling technique was used to select two co-educational secondary
schools in the study area. The two schools selected were randomly assigned to experimental and
control groups by tossing a coin. Students in the experimental group were taught the concept of
genetics using an improvised DNA model, while students in the control group were taught the
concept of genetics using a flip chart. The instruments used for data collection were the Biology
Performance Test (BPT) and the Biology Retention Test (BRT) designed by the researcher.
Analysis of Covariance (ANCOVA) was used to test hypotheses at a 0.05 level of significance.
The findings revealed that there was a significant difference in the mean performance of Biology
students taught genetics using improvised DNA model and flip chart in favour of students taught
using improvised DNA model; there was no significant difference in the mean performance and
retention scores of male and female Biology students taught genetics using improvised DNA
model and flip chart. It was concluded that the use of an improvised DNA model is an effective
method in improving students’ academic performance in Biology. It was therefore recommended
that Biology teachers should consider implementing the improvised DNA model as the primary
teaching method as it showed significantly better results in students’ academic performance.
Keywords: Improvised DNA model, flip chart, retention, gender and Biology students. DOWNLOAD FULL PDF