Amaefuna and Ezeliora
Greener Journal of Educational Research
Vol. 11(1), pp. 1-5, 2021
Copyright ©2021, the copyright of this article is retained by the author(s)
Effect of 5 Step Constructivist-Based Instructional Model on Student’s Achievement in Biology
Amaefuna, A.I.1; Ezeliora, B.A.2
1Department of Science Education, Nnamdi Azikiwe University, Awka.
2Department of Science Education, Chukwuemeka Odumegwu Ojukwu University, Uli.
Article No.: 040721034
The study was carried out to investigate the effect of 5 step constructivist-based instructional model on student’s achievement in biology in Anambra State. Three hundred and eighty-five students were sampled using multi stage sampling technique. The study adopted a quasi-experimental research design. The control group was taught using conventional method while the experimental group was taught using constructivist-based model. Data was collected using biology achievement test (BAT). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypothesis at .05 level of significance. Data obtain revealed that there is a significant difference in the achievement of constructivist method, also male students taught with CBM perform better than female students. Based on the findings, recommendations were made among which is that teachers should engage students in constructivist classes, since it improved students with different intelligent levels, encouraged the ability to analyze facts and helped in divergent thinking towards biology in particular and science in general.
E-mail: Ia.amaefuna@ unizik.edu.ng
Effect; Constructivist-Based; Instructional Model; Student’s Achievement; Biology
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Cite this Article: Amaefuna, AI; Ezeliora, BA (2021). Effect of 5 Step Constructivist-Based Instructional Model on Student’s Achievement in Biology. Greener Journal of Educational Research, 11(1): 1-5.
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