Effect of Visualized Audio graphic Instructional Strategy on Students’ Achievement in Basic Science in Nkanu East Local Government Area

Ikusika Bamidele Adunola; Awosika; Opeyemi Fadekemi

doi:10.56201/wjimt.v10.no4.2026.pg145.155

📄 Download Paper

Effect of Visualized Audio graphic Instructional Strategy on Students’ Achievement in Basic Science in Nkanu East Local Government Area

Ikusika Bamidele Adunola, Awosika, Opeyemi Fadekemi

Abstract

This study examined the effect of visualized audiographic instructional strategy on students' achievement in Basic Science in Nkanu East Local Government Area of Enugu State, Nigeria. The study adopted a quasi-experimental research design, specifically the pretest-posttest non- equivalent control group design. The population comprised all 2,847 junior secondary school two students in the twenty-three public secondary schools in the study area. A sample of 73 students drawn from two intact classes in two co-educational schools using multistage sampling procedure was involved in the study. The experimental group was taught Basic Science using visualized audiographic instructional strategy while the control group received instruction using the conventional lecture method. The instrument for data collection was the Basic Science Achievement Test which consisted of 40 multiple-choice items validated by three experts and with a reliability coefficient of 0.84 established using Kuder-Richardson Formula 20. Data were analysed using mean, standard deviation, and Analysis of Covariance. The findings revealed that students taught with visualized audiographic instructional strategy achieved significantly higher mean scores than those taught with lecture method. Gender had no significant influence on students' achievement, and the interaction effect of instructional strategies and gender was non- significant and disordinal. The study concluded that visualized audiographic instructional strategy is an effective and gender-inclusive approach for enhancing students' achievement in Basic Science. It was recommended among others that Basic Science teachers should adopt this strategy in their classroom practice.

Keywords

Visualized audiographic instructionBasic Scienceacademic achievementgender

References

Adam, U. A., Onowugbeda, F. U., Islami, N., & Ogolo, K. G. (2024). The potency of ethnoscience instruction on the critical thinking ability of biology students. Journal of Educational Research, 117(2), 89-102. Aderibigbe, E. Y., Afolabi, C. Y., & Sunmola, K. A. (2025). Gender differences in science performance and STEM enrolment in Ekiti State's tertiary institutions. African Journal of Gender and Development, 9(1), 154-175. Eze, V. O., & Ogbu, J. A. (2022). Gender inequality in science education in Nigeria: Implications for national development. International Journal of Gender and Women's Studies, 10(1), 45-56. Kayode, O. A., Oluwasola, O. I., Omosholape, A. F., & Olorunleke, A. E. (2024). Effects of video- assisted instructional package on secondary school students' achievement in photosynthesis in Omu-Aran, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 20(1), 1-13. Mgbomo, T., Joseph, E. A., & Agwu, C. O. (2024). School location and gender as factors influencing academic performance in basic science in Obio/Akpor Local Government Area. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 6(1), 98-106. National Gender Policy in Education. (2019). Federal Ministry of Education, Abuja, Nigeria. Ogunjimi, L. O., & Adebayo, O. A. (2023). Factors influencing gender disparity in STEM education in southeastern Nigeria. African Journal of Educational Research, 12(2), 112- 128. Okeke, E. A. C. (2019). Women in science, technology and mathematics education in Nigeria: Challenges and prospects. Journal of Science Teachers Association of Nigeria, 54(1), 1- 12. Oludipe, B. D., & Oludipe, D. I. (2019). Effect of gender and science anxiety on Nigerian junior secondary students' academic achievement in basic science. NIU Journal of Social Sciences, 5(3), 191-199. Ozoji, B. E. (2021). Gender issues in STEM education: The Nigerian experience. Journal of Education in Developing Areas, 29(1), 78-92. Popoola, O. O., & Adeleke, A. (2024). Viewing the scientific literacy of students under the 3- empirical lenses of problem-based, argumentation-based and visualised-case-based learning instructional strategies. [Paper presentation]. Barcelona Conference on Education, Barcelona, Spain. Samuel, N. N. (2019). Influence of cognitive styles and gender on upper basic III science students' achievement in Keffi, Nasarawa State, Nigeria. The International Journal of Humanities and Social Studies, 7(8), 234-245. Usman, G. B. T., Ali, M. N., & Ahmad, M. Z. (2023). Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria. Journal of Turkish Science Education, 20(3), 453-467.

Effect of Visualized Audio graphic Instructional Strategy on Students’ Achievement in Basic Science in Nkanu East Local Government Area

Abstract

Keywords

References

More Articles from WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY