Effect of Main-Idea-Web Teaching Strategy on Achievement in Nutrient-Cycling in Nature and Pollution Concepts among Secondary School Biology Students in Kano State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026430Keywords:
Main-Idea-Web, achievement, Biology, Nutrient Cycling, StudentsAbstract
This study investigated the effect of Main-Idea-Web (MIW) teaching strategy on secondary school students’ academic achievement in Nutrient Cycling in Nature and Pollution in Kano State, Nigeria. The study adopted a quasi-experimental design involving pre-test, post-test, equivalent group. Population of the study consists of 11,290 SS11 students and a sample of 512 SSII students were taught using MIW strategy, while another group was taught using conventional teaching method. The instrument for data collection was a validated Nutrient Cycling in Nature and Pollution Achievement Test (NPAT). Data were analyzed using mean, standard deviation, and ANCOVA at 0.05 level of significance. Findings revealed that students taught with MIW strategy had higher mean achievement scores than those taught with the conventional method. ANCOVA results showed a significant difference between the two groups in favour of the experimental group (F = 121.809, p < 0.05). The study also found significant effects of gender and a significant interaction effect between instructional strategy and gender. The R² value indicated that a substantial proportion of variation in students’ achievement was explained by the instructional strategy. The study concluded that Main Idea Web teaching strategy is more effective than conventional teaching method in improving students’ academic achievement in Biology. It was recommended that Biology teachers should adopt MIW strategy to enhance students’ understanding of complex biological concepts.
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