Experimental Learning Approach in Biology Classrooms: A Study of Its Effects on Students’ Academic Retention in Secondary Schools

Chukwunyelu Onyedika Maduegbunam; Offor Chinelo Agatha; Eze Philip Onyenweuwa

doi:10.56201/jbgr.vol.11.no5.2025.pg34.45

📄 Download Paper

Experimental Learning Approach in Biology Classrooms: A Study of Its Effects on Students’ Academic Retention in Secondary Schools

Chukwunyelu Onyedika Maduegbunam, Offor Chinelo Agatha, Eze Philip Onyenweuwa

Abstract

This study investigated Experimental Learning Approach in biology classrooms: a study of its effects on students’ academic retention in secondary schools in Udi Education Zone of Enugu State. The study employed a quasi-experimental design, specifically a non-equivalent pre-test- post-test control group design with a 2x2 factorial structure. The study’s population consisted of 1784 (792 males and 992 females) senior secondary school two (SS2) students who are offering biology in all the public co-educational secondary schools in Udi Education Zone, Enugu State. A sample of 84 (44 males and 40 females) SS2 students offering biology from two co-educational public schools were purposively selected and randomly assigned to Experiential Learning Approach (ELA) to the experimental group and Lecture Method (LM) to the control group. Two research questions and three null hypotheses guided the study at a 0.05 level of significance. Data were collected for the study using Biology Achievement Test (BAT) developed by the researchers, and was validated by three experts. Using Kuder-Richardson 20 (KR-20) formular, reliability coefficient was determined which yielded a reliability index of 0.82. The research questions were answered using mean and standard deviation, while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings of the study indicated that students taught Biology with ELA significantly outperformed those taught using LM in their academic retention in Biology. Gender did not significantly influence retention in Biology and teaching method and gender did not interact significantly to influence students’ retention in biology. The study’s findings suggests that ELA is more effective than LM in enhancing students’ retention in biology. Based on this, it is recommended that biology teachers adopt ELA into instructional practices and that curriculum developers and education stakeholders

Keywords

ExperimentalBiologyRetentionSS 2 Students.

References

Abah, A. J. (2020). An appeal in the case involving conventional teaching; emphasizing the transformation to enhanced conventional teaching in mathematics education. Village Math Education Review (VER), 1(1). Retrieved from https://hal.science/hal-02771716v1. on 24th February, 2025. Alisha, H. (2021). What is learning retention? Retrieved from https://www.lorman.com on 24 September, 2024. Alkan, (2016). Experiential learning: its effects on achievement and scientific process skills in Ankara, Turkey. Journal of Turkish Science Education, 13(2), 15-26. Anaehobi, C. C. (2019). Effect of projected Video Package on secondary school students’ achievement and retention in computer studies in Onitsha Education Zone. Unpublished Thesis; Nnamdi Azikiwe University, Awka. Bada, A. A. & Akinbobola, A.O. (2020). Effect of experiential teaching strategy on senior secondary school students’ retention and self-efficacy in physics in Ondo, Nigeria. International Journal of Innovative Research and Development, 9(10) doi:10.24940/ijird/2020/v9/i10/OCT20053 Coleman, E., Radix A., & Bouman, W. (2022). Standard of care for the health of transgender and gender diverse people, version 8. International Journal Transgendhealth. 2022.23(suppli): SI-s259. Darmawan, I. G. N. (2020). The changes in attitudes of 15-years-old Australian students towards reading, mathematics and sciences and their impact on students’ performance. Austral Journal of Education 64,304-327. Dio:10:117710004944120947873. Dike, N. & Salisu, H. (2024). Inadequate laboratory facilities and utilization: pedagogical hindrance to students’ academic performance in biology in senior secondary certificate examination in Zaria Metropolis, Kaduna State, Nigeria. International BusinessResearch. 8 (9):124-124. Dio:10.5539/libr.v8n9p124. Edward, B. A. & Samba, R. M. (2020). The effects of graphic organizer and experiential learning with feedback on students’ achievement and retention in Basic Science and Technology, Plateau State., Nigeria. NIU Journal of Humanities 5 (1), 293-299. Erik, G. (2024). Understanding science – what is science? Retrieved from https://www.britannica.com/science on 23 September. 2024. Fatokun, K. V. A. & Adeniji, K. A. (2015). Investigating students’ learning styles and memory improvement strategies for effective learning of mathematics & Sciences at Tertiary level. European Journal of Research and Reflection in Educational 3(5); 28-35. Fiona, K. (2024). The benefits of biology in high school. Retrieved from https://www.aytutoring.com on 6 March, 2024. Goldberg, S. (2016). Gender in the classroom. Retrieved from https://www.todaysparent.com on 6 October, 2024. Ihejiamaizu, C. C. & Ochui, I. O. (2016). Utilization of biology laboratory equipment and students’ performance in Cross River State, Nigeria. British Journal of Education, 4(9):55-63. Kapur, R. (2020). Lecture method the comprehensively used pedagogical method. Retrieved from https://www.researchgate.net/publication/345893936 accessed 21 August, 2024 Laura, C. (2024). What is learning retention? Retrieved from https://buildempire.co.uk on 24 September, 2024. Lynch, M. (2016). Boys, girls and K12 classroom gender bias. Retrieved from https:www.theedadvocate.org on 11 March, 2024. Morris, T. H. (2020). Experiential learning Systematic review and revision of Kolb’s Model, Interactive Learning Environments, 28 (8), 1744-5191. Retrieve from https://ddoi.org/10.1080/10494820.2029./570279 on 21 August, 2024 Nelson, A.O. & Owodunni, S. (2024). Effects of E-Content instructional strategy on academic achievement and retention of building constructions students in Unity College in North Central Nigeria. African Journal of Educational Management, Teaching and Entrepreneurship studies 12 (1). https://ajanates.org on 10 December, Nwankwo, A. L., Ugwu, T. U., Ukala, G. & Ozichi, O. B. (2024). The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu State. Inornattus: Biology Education Journal 4(1), 46-56. Doi:https://dio.org/10.30862/inormatus.v4i1.574. Nwankwo, M. C. & Achufusi, N. N. (2019). Gender difference in physics conceptual change and retention scores: A case study of mata-conceptual teaching approach. Journal of International Academic Research for Multidisciplinary. 7 (7) 2320-5083. Retrievedfrom https://www.researchgate.net 7 April, 2025. Obioha, N. E. & Obafemi, D. T. A. (2023). Effect of multimedia instruction and experiential learning strategy on students’ retention of gas laws in Obio-Akpo LGA, River State. Journal of Mathematics and Science Education,4(1), 19-27. Retrieved from https://fnasjournals.con/index.php/FNAS-JMSE/article/view/142. Oguezue, N. K., & Osuafor, A. M. (2021). Effect of Reflective Instructional Strategy on Students’ Retention in Basic Science in Onitsha Education Zone. South Eastern Journal of Research and Sustainable Development, 6(1), 75-90. Okuakaji, M. & Sukolatambaya, I. (2020). Effect of Experiential Learning Strategy on biology students’ academic achievement in Dustin-MA Local Government Area of Kastina State in Nigeria. AL-hikmah Journal of Education, 7 (10) 20-25. Onyeka, E.C. & Okonkwo, K.O (2023). Application of experiential teaching method and students academic retention in biology in Rivers State, Nigeria. African Journal of Educational Management, Teaching and Entrepreneurship Studies 8 (1), 110- 120. Retrieved from https:www.ajemates.org/index.php/ajemates/article/view/208. On 10 June, 2024. Rum, T. (2021). Why study biology? Benefits of studying biology for every student. Retrieved from https://smiletutor.org/accessed 21 August, 2024. Shuaibu, H., Ibrahim, A. A. & Ezekiel, S. M. (2024). Effect of lecture method on senior secondary school students’ academic achievement in mathematics in Yola Education Zone, Adamawa State, Nigeria. BW Academic Journal, Retrieved from https://bwjournal.org/index.php/bsjournal/article/view/2210. Sinha, V. (2025). What is the traditional method of teaching? Retrieved from https://graphy.com/blog/traditional-method-of-teaching/ on 24th February, 2025. Sofia, K. (2024). Knowledge retention: 8 strategies to improve it. Retrieved from https://www.educate.me.co. On 24 September, 2024. Susan, H.J., & Edna, R.G. (2024). Biology/ definition, concepts and branches. Retrieved from https://www.britannica.com/science/biology on 17 August, 2024. Umoru, S.E. (2016). Effects of brain-based learning approach on senior secondary students’ achievement in genetics, in Markurdi Metropolis. Journal of Science Education. 1(1) 65- 72 West African Examination Council (2024). Biology Chief Examiners Report in Senior Secondary Certificate Examinations. Retrieved from//www.waec.org.ng. Retrieved on 24th February, Weber (2016). Life Science, Weber State Museum of Natural Science community. Weber education. https//community.weber.edu//sciencemuseum/ retrieved on 5th March, 2024. Zaharah, C. & Azid, N. (2022). Multimedia constructivism instrument: validity and reliability analysis. International Journal of Evaluation and Research in Education (IJERE), 11 (4): 1818 DOI: 10.11591/ijere.v11i422730.

Experimental Learning Approach in Biology Classrooms: A Study of Its Effects on Students’ Academic Retention in Secondary Schools

Abstract

Keywords

References

More Articles from JOURNAL OF BIOLOGY AND GENETIC RESEARCH