TEACHER-DIRECTED, STUDENT-DIRECTED INSTRUCTIONAL STRATEGIES AND GENDER AS PREDICTORS OF STUDENTS’ ENTREPRENEURSHIP

KNOWLEDGE IN BIOLOGY IN OYO STATE, NIGERIA

Adejoke, Arinlade Akanbi

Department of Teacher Education

University of Ibadan, Oyo State, Nigeria

E-mail: adejokeak@gmail.com

ABSTRACT: This study, investigated teacher-directed, student-directed biology instructional strategies and gender as predictors of students’ entrepreneurship knowledge in Oyo state, Nigeria. The study adopted pretest-posttest, control group – quasi experimental design using 3x2x2 factorial matrix. 360 students were randomly selected from six senior secondary schools in four local government areas in Ibadan. Five instruments used were: Students’ Entrepreneurship Knowledge Test (r = 0.82). Operational Guides for; Teacher-directed Biology Instruction, Student-directed Biology Instruction and the Conventional Biology Instruction. Three null hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffe post hoc test. Treatment had significant main effect on students’ entrepreneurship knowledge (F_(2,347) = 658.08, p<0.05). Students in the teacher-directed group had the highest mean score (= 38.04) followed by student-directed ( = 37.93) and conventional method (= 17.33). Gender had a significant main effect on students’ entrepreneurship knowledge (F_(1,347) = 8.09, p<0.05). Teacher-directed and student-directed biology instructional strategies had positive effects and therefore encouraged entrepreneurship among senior secondary school students taking into cognizance their gender.