Effects of Experiential Learning Models on Academic Performance and Science Process Skills in Plant Physiology Among Secondary School Biology Students in Zaria, Kaduna State, Nigeria

BAKO, Lois Sunday Paul

doi:10.64348/zije.2026500

Authors

BAKO, Lois Sunday Paul Author

DOI:

https://doi.org/10.64348/zije.2026500

Abstract

This study evaluated the effects of experiential learning models on academic performance and science process skills in plant physiology among Senior Secondary II (SS II) biology students in Zaria, Kaduna State. The persistent underperformance in certificate examinations and a systemic deficit in practical competencies among secondary graduates are attributed to a reliance on passive, teacher-centered conventional lecture methods. Using a pre-test, post-test, non-equivalent control group, quasi-experimental research design, a sample of 312 students (142 males, 170 females) was selected from an active target population of 1,384 students across 18 schools using a multi-stage sampling procedure. The experimental group was exposed to a six-week intervention structured around David Kolb's four-stage experiential learning cycle, while the control group was taught using conventional lecture methods. Data were collected using the validated Biology Academic Performance Test (BAPT, r = 0.86) and the Science Process Skills Performance Scale (SPSPS, r = 0.83). Two-way Analysis of Covariance (ANCOVA) revealed a highly significant main effect of the experiential learning treatment on students' post-test academic performance [F(1, 307) = 958.04, p < .001, Partial n² = .758] and science process skills scores [F(1, 307) = 2286.32, p < .001, Partial n² = .881] in favor of the experimental group. No significant interaction effect was found between teaching methodology and gender, establishing the model as an equitable, gender-inclusive strategy. It is recommended that the Kaduna State Ministry of Education mandates active experiential learning strategies and organizes state-wide capacity-building workshops to equip science teachers with low-cost practical instruction methodologies, among others.

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