INFLUENCE OF INNOVATIVE TEACHING METHODS ON BIOLOGY STUDENTS PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE
Abstract
ABSTRACT
This study investigated the influence of innovative teaching methods on the academic performance of Biology students in senior secondary schools within Enugu East Local Government Area, Enugu State, Nigeria. Guided by three research questions, the study focused on how innovative approaches, defined as nontraditional student-centered instructional strategies that actively engage learners through technology integration, real world application, and collaborative tasks, particularly collaborative learning and the flipped classroom model, affect students’ engagement, understanding, and academic achievement in Biology. Examples of these methods include peer group discussions, digital simulations, interactive videos, and prerecorded lectures watched at home followed by in class problem solving activities. It also examined the challenges teachers face when implementing these strategies. Adopting a descriptive survey design, the study sampled 450 SS2 Biology students from three secondary schools namely Community Secondary School Ugwuogo Nike, St. Patrick’s Secondary School Emene, and Girls Secondary School Abakpa Nike using a simple random sampling technique. Data were collected using a structured Likert type questionnaire and analyzed using mean and standard deviation with a 2.5 cut off mark. The instrument yielded a Cronbach Alpha coefficient of 0.75, indicating acceptable internal consistency. Findings revealed that collaborative learning significantly boosts student engagement while the flipped classroom approach moderately enhances academic performance especially when supported by digital tools. However, the implementation of innovative methods is hindered by infrastructural limitations, lack of teacher training, and time constraints. The study concludes that while innovative methods improve learning outcomes, their effectiveness depends on systemic support, teacher preparedness, and equitable access to resources. It recommends increased investment in teacher training, digital infrastructure, and curriculum reform to institutionalize student centered instructional strategies.
Full-Text Access Notice
In accordance with the NERD Policy on promoting peer-reviewed publication, public access to the full text of a project, thesis or dissertation is restricted for three years, allowing the author and supervisors sufficient time to pursue peer-reviewed publication.
During this period, researchers with legitimate academic or research purposes may request authorisation directly from the author to enable NERD to release the indexed full texts of the work using the form below.