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All Journal Journal of Biology Education Jurnal Pendidikan Progresif
Bello, Ganiyu
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science

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Effects Of Gallery Walk Instructional Strategy On Senior School Students’ Achievement In Cell Division In Ilorin, Nigeria Nomsoor, Mimidoo Matilda; Bello, Ganiyu; Mohammed, Sulaiman Musa
Journal Of Biology Education Vol 4, No 2 (2021): Journal Of Biology Education
Publisher : Tadris Biologi IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jobe.v4i2.10816

Abstract

This study investigated the effects of gallery walk instructional strategy (GWIS) on senior school students’ achievement in cell division in Ilorin, Nigeria. Three research questions with corresponding hypotheses were raised and tested. The study was quasi-experimental with a sample size of 79 senior school one students. Gallery walk instructional package and cell division achievement test (CDAT) were used in gathering data. Data were analysed using mean gains, t-test and ANCOVA. Findings from the study revealed that there was a significant difference in the achievement of students who were taught using gallery walk and those taught using the conventional method. However, no significant difference was found between the achievement of male and female students exposed to GWIS. There was also a significant difference in the achievement of low, medium and high scoring students taught using GWIS.It was therefore concluded that GWIS can be used to teach cell division and other hard-to-teach biological concepts. It was recommended that, GWIS should be used by teachers to teach cell division and other similar difficult concepts.
Effects of Learning by Analogy on Senior High School Students’ Achievement in Genetics in Ilorin, Nigeria Sulaiman, Musa Mohammed; Bello, Ganiyu; Ahmed, Mulkah Adebisi
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Genetics has been identified in literature as one of the hard-to-learn biological concepts despite its importance to human existence. Therefore, there is the need for students to have deep conceptual understanding of the concept. The effectiveness of analogy on proper understanding of scientific concepts abound in literature, hence, this study examined the effects of analogy instructional strategy on senior school student s’ achievement in genetics. The study was quasi-experimental with a sample of 112 students purposively selected from two intact classes. Data gathered were analysed using ANCOVA. Findings from the study revealed that a significant difference existed in the achievement of students taught genetics with analogy and those taught using the conventional teaching approach in favour of the analogy group (F(1, 109) = 20.88, p<0.05). It was therefore, recommended that biology teachers should adopt the use of analogy instructional strategy in teaching genetics and other difficult concepts in biology. Key Words: analogy, score level, senior school students’, achievement, genetics.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202211
Co-Authors Ahmed, Mulkah Adebisi Mohammed, Sulaiman Musa Nomsoor, Mimidoo Matilda Sulaiman, Musa Mohammed