BIOLOGY ACHIEVEMENT AND RETENTION: A COMPARATIVE INVESTIGATION OF CONCEPT MAPPING AND TRADITIONAL TEACHING TECHNIQUES, BY EXAMINING INFLUENCE OF GENDER AND SCHOOL LOCATION ON STUDENT OUTCOMES IN CROSS RIVER STATE
Ekon, Esther Etop
Department of Science Education, University of Calabar, Calabar
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Nwankwo, Yvonne Ebere
Department of Science Education University of Calabar, Calabar
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Abstract
The study focused on biology achievement and retention: A comparative investigation of concept mapping and traditional teaching techniques in Calabar Education Zone, Cross River State, Nigeria. To achieve the purpose of this study, four research hypotheses were formulated. Literatures were reviewed according to the variables of the study. Multistage sampling technique involving simple random, stratified and purposive sampling techniques were used to select 264 subjects for the study. Biology Achievement Test (BAT) and Biology Retention Test (BRT) were the instruments used for data collection. The instruments were subjected to face and content validation. Analysis of Covariance (ANCOVA) was employed to test the hypotheses at .05 level of significance. The result of the analysis revealed a significant effect of school location on secondary school students academic achievement in biology in Calabar Education Zone, Cross River State. It was recommended among others that posting of teachers and distribution of educational facilities in the urban and rural secondary schools should be done in an even manner to avoid clustering of best qualified biology instructors and educational facilities together in a particular setting.
Keywords: School location, academic achievement, retention, biology, Cross River State