Restructuring teaching and learning of biology for academic excellence in a conventional classroom using integrated innovative formative assessment techniques
Keywords:
biology, academic excellence, integrated innovative formative assessment strategy, genderAbstract
The study examined the effect of integrated Innovative Formative Assessment techniques (IIFAT) on students’ academic achievement in biology. Two research questions and three null hypotheses, tested at 0.05 alpha levels, guided the study. A non-randomized control group design was adopted. 48 (17 males and 31 females) SS1 students obtained using multi-stage sampling procedure from the 5572 secondary school year one (SS1) biology students in Awka Education Zone, Anambra State, comprised the sample size. A Biology Achievement Test (BAT), developed using a well-constructed test blue print, with a reliability coefficient of 0.85 established using Kuder-Richardson 20 (KR-20) was used for data collection. Mean and standard deviation were employed to answer the research questions, and Analysis of covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that integrating innovative formative assessment techniques in the conventional lecture method significantly improved secondary school students’ academic achievement in biology more than the Demonstration method. On gender, the study revealed that although female students achieved higher than their male counterparts, the difference is not statistically significant. Based on the findings, the study recommended among other things that biology teachers should be trained on the integration of innovative formative assessment techniques into the conventional classroom during the teaching of biology for improved academic achievement.
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