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All Journal Edukasiana: Jurnal Inovasi Pendidikan Teaching, Learning, and Development
Mbaegbu, Chioma S.
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Education Mathematics Other

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Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State Nwuba, Izunna; Mmodum, Isaac-Martin C.; Agwuna, Cynthia C.; Mbaegbu, Chioma S.; Egwu, Sussan O.; Awosika, Opeyemi F.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.656

Abstract

The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.
Academic Resilience as Predictor of Secondary School Students' Academic Achievement in Biology in Ogidi Education Zone Nnoli, Juliana Nkiru; Mbaegbu, Chioma S.; Achebe, Chinecherem Miracle
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.139

Abstract

The study investigated academic resilience as a predictor of secondary school students’ academic achievement in Biology in Ogidi Education Zone, Anambra State. A correlational survey research design was adopted for the study. The population comprised all Senior Secondary Two (SS2) students offering Biology in government-owned schools in the zone. A sample of 348 students (165 males and 183 females) was drawn using a multistage sampling technique. The instruments used for data collection were the modified Simon Cassidy Academic Resilience Scale (ARS-30) and the students’ cumulative annual Biology results for the 2024/2025 academic year. The Academic Resilience Scale was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using the Cronbach's Alpha method, which yielded a coefficient of 0.82. Data collected was analyzed using regression analysis at the 0.05 level of significance. The findings of the study revealed that academic resilience significantly and positively predicted students’ academic achievement in Biology. The study also revealed that gender did not significantly moderate this relationship. It was recommended among others that schools should integrate resilience-building into teaching, counseling, and school programs to enhance students’ academic achievement in Biology.
Co-Authors Achebe, Chinecherem Miracle Agwuna, Cynthia C. Awosika, Opeyemi F. Egwu, Sussan O. Mmodum, Isaac-Martin C. Nnoli, Juliana Nkiru Nwuba, Izunna