EFFECT OF MISTAKE-LED, PREDICT-OBSERVE-EXPLAIN TEACHING STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN EKET LOCAL GOVERNMENT AREA

ABSTRACT The study was carried out to investigate the effect of mistake-led, predict-observe-explain teaching strategies on students’ academic performance in Biology Eket Local Government Area. In order to achieve this purpose, three objectives, three research questions and three null hypotheses were formulated to guide the study. The design for the study was quasi-experimental design. The population of this study consisted of all the 2145 SSI biology students in the eight public secondary schools in Eket Local Government Area. The sample for the study was 135 SS 1biology students drawn from the two public secondary schools in the study area. The sampling technique used was simple random sampling technique. The instrument used for the study was “Biology Performance Test (BPT)”. The instrument was subjected to face and content validity. A reliability coefficient was established using Kuder Richardson, KR21 formula to determine the reliability index which yielded a reliability coefficient of 0.82. Hence the instrument was considered reliable since the reliability coefficient was high. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses. The findings of this study showed that that there is significant difference in the performance mean scores of Biology students taught the concept of photosynthesis using mistake led and predict-observe explain teaching strategies in favour of those taught using mistake led teaching strategy. It also was revealed that there is a significant difference in the performance mean scores between male and female Biology students taught the concept of photosynthesis using mistake led teaching strategy in favour female students. Finally, it was revealed that there was no significant difference in the performance mean scores between male and female Biology students when taught the concept of photosynthesis using predict-observe explain teaching strategy. Based on the findings of the study, it was concluded that mistake-lead and predict-observe explain teaching strategy enhanced students’ academic performance in Biology in public secondary schools in Eket Local Government Area of Akwa Ibom State. It was recommended amongst others that Government agencies and professional associations, whose responsibilities is to design and revise the curriculum for secondary schools, should incorporate and emphasize the use of mistake-lead and predict-observe explain teaching strategy in Biology curriculum.