EFFECTIVENESS OF IMPROVISED AND STANDARD INSTRUCTIONAL MATERIALS ON SECONDARY SCHOOL STUDENTS ACADEMIC RETENTION IN BIOLOGY

Abstract

This study investigated how improvised and standard instructional materials affect secondary students’ retention of knowledge in Biology. Guided by three research questions and hypotheses, the research used a quasi-experimental design in Enugu Education Zone, Enugu State. The population included 4,737 Senior Secondary II students across 33 schools. A sample of 316 students from six co-educational schools was randomly selected, with an almost equal gender split. The students were divided into three groups using balloting: one taught with improvised materials, another with standard materials, and a control group using conventional methods. The researcher developed the Biology Achievement Test (BAT) to measure pre-test scores, achievement after six weeks, and retention two weeks post-instruction. Data analysis involved mean, standard deviation, and ANCOVA at a 0.05 significance level. Results indicated a significant difference in retention scores, with students taught using either improvised or standard materials outperforming those taught with conventional techniques. No significant differences were found between male and female students’ retention scores, nor was there a significant interaction between gender and instructional material. The findings suggest that using instructional materials whether improvised or standard enhances students’ retention of Biology knowledge. The study recommends that Biology teachers incorporate such materials into their teaching to improve retention and learning outcomes. From the recommendations, conclusions were made.