EFFECTS OF INTERACTIVE-INVENTION AND PROBLEM-BASED INSTRUCTION STRATEGIES ON STUDENTS’ ATTITUDES TO BIOLOGY
Ogunbowale Ngozi Blessing
Teacher Education Department
Faculty of Education, University of Ibadan, Ibadan.
E-mail: ogunblessing1@yahoo.com
ABSTRACT
The prevailing poor outcomes of students in biology every year in Senior School Certificate Examination suggests that the instructional strategies employed by teachers may be inappropriate. There is the need to employ strategies where student will engage in problem solving skills and involve class interaction coupling with wide discussion to ascertain its effect on students‘ performance This study therefore, concerned itself with the effects of Interactive-invention and Problem-based Instruction strategies on achievement in Biology. It also examined the moderating effect of students’ self-efficacy on learning outcome in Biology. A pre-test, post-test, control group quasi –experimental research design was adopted for this study. The participants for the study were made up of 201 (79 male and 122 female) Senior Secondary Class two (SSII) Biology Students selected from six purposively co-educational secondary schools in Ibadan North, Ibadan North East and Akinyele local government Areas of Oyo State. Seven research instruments were used for this study, Biology Achievement Test (BAT),Students Biology Self Efficacy Questionnaire (SBSQ), Teachers Instructional Guide Problem-based Learning Strategy (TIGPBLS);Interactive Invention Strategy (TIGIIS) and Conventional Lecture Method (TIGCLM) including Evaluation Sheet for Assessing Instructors’ Performance during Training (ESAIP). Three hypotheses were tested at 0.05 alpha levels. Data collected were analyzed using Analysis of Covariance (ANCOVA). There was a significant main effect on treatment on the Academic Achievement of the Students in Biology (F(2,182 ) = 14.355 P <.05,η2 = 0.136). Problem-based learning strategy was significantly different from Interactive Invention and conventional strategies in their achievement scores.. There was no significant difference between of Self-efficacy on Students’ Achievement in Biology (F(2,182) = 0.022, P > .05, η2 = .000). Problem-based learning strategy is effective in improving students’ Academic Achievement of the Students in Biology taking into cognisance the self efficacy of students concerned.