Effects of Virtual and Guided Discovery Instructional Strategies On Academic Achievement in Biology Concepts among Secondary School Students in Adamawa State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026360Abstract
secondary school biology students' academic achievement in Adamawa state, Nigeria. Two research questions were raised and three null hypotheses were formulated and tested at 0.05 level of significance guided the study. The study adopted quasi-experimental design, with a pretest, posttest, nonrandomized non-equivalent, control group, design. The population of the study was 48,760 SSII biology students across five education zones of Adamawa State. A sample of 287 SS II students. biology students from three intact classes were purposively selected for the study. The instruments for data collection were Biology Achievement Test (BAT). The BAT scores were subjected to K-R 21 to determine the reliability of the instrument The reliability index of 0.82 was obtained. Data were analyzed using mean and standard deviation to answer the research questions, while ANCOVA were used to test the hypotheses. The findings of the study revealed that: There is significant difference between the mean achievement scores of students taught with virtual leaning approach, guided discovery approach and lecture method in senior secondary school in Adamawa state (p=0.000). There is significant difference between the mean achievement scores of male and female students’ when taught Biology using virtual leaning approach in senior secondary school in Adamawa state (p=0.000). There is no significant difference between the mean achievement scores of male and female students’ when taught Biology using guided discovery approach in senior secondary school in Adamawa state (p=0.103). The study recommended that: school administrators should encourage biology teachers to use teacher-students based activities such as guided discovery and virtual learning strategies during teaching and learning of biology content.
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