OUTDOOR CLASSROOM INSTRUCTIONAL STRATEGY AND GENDER AS DETERMINANTS OF STUDENTS’ ACHIEVEMENT IN BIOLOGY IN IBADAN MUNICIPALITY, OYO STATE

ABSTRACT

Poor achievements of students recorded in Biology has been linked to the Conventional strategies been employed by Biology teachers taking the subject. There is need to employ relevant and practical instructional strategies. Researchers have suggested the use of Outdoor Classroom Instructional Strategy (OCIS) particularly among both student genders in senior secondary schools. It has been found that these variables have not been adopted in the teaching of Biology concepts. This study therefore determined outdoor classroom instructional strategy and gender as determinants of students’ achievement in biology

The pretest-posttest control group quasi-experimental design with was adopted. Two hundred and twenty three SS1 students from six randomly selected senior secondary schools in two local government areas of Ibadan Municipality, Oyo State were used for the study. The schools were randomly assigned to experimental (OCIS) and control (CIS) groups and the study lasted for twelve weeks. Five instruments were used namely: Teachers Instructional Guides for teachers using the treatment and control groups, Biology Students Achievement Test (r=0.84), and Assessment Sheets for evaluating research assistants. Two null hypotheses were tested at 0.05 level of significance. Data were analyzed using ANCOVA.