The purpose of this paper is to determine the effects of usage of sequential teaching method on the academic achievement and retention level of students. Three student groups of biology students in University " Goce Delcev " , Faculty of Natural and Technical Sciences, Institute of Biology,-Stip, R. Macedonia were offered a topic on general characteristics of Proteins: Their Biological Functions and Primary Structure with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method. The first group started to course with experiments in the laboratory, then the relevant theory of proteins was given lecture method, and then the slides was shown (Group I). The sequence of these three teaching methods used in the first group was changed in both second and third group as follow: The lecture methods, slide show and experiment in Group II, and slide show, experiment and lecture method in Group III, respectively. Laboratory method used in the study was focused on the topic of this diversity and abundance reflect the central role of proteins in virtually all aspects of cell structure and function. Achievement test contained 20 questions, testing the knowledge of facts as well as the ability to transfer the knowledge and problem solving ability. This test was used as pre-test before methods' application, post-test after the methods' application and retention test after 30 days from methods' applied.

The purpose of this paper is to determine the effects of usage of sequential teaching method on the academic achievement and retention level of students. Three student groups of biology students in University “Goce Delcev”, Faculty of Natural and Technical Sciences, Institute of Biology, - Stip, R. Macedonia were offered a topic on general characteristics of Proteins: Their Biological Functions and Primary Structure with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method. The first group started to course with experiments in the laboratory, then the relevant theory of proteins was given lecture method, and then the slides was shown (Group I). The sequence of these three teaching methods used in the first group was changed in both second and third group as follow: The lecture methods, slide show and experiment in Group II, and slide show, experiment and lecture method in Group III, respectively. Laboratory method used in the study was focused on the topic of This diversity and abundance reflect the central role of proteins in virtually all aspects of cell structure and function. An extraordinary diversity of cellular activity is possible only because of the versatility inherent in proteins, each of which is specifically tailored to its biological role. The pattern by which each is tailored resides within the genetic information of cells, encoded in a specific sequence of nucleotide bases in DNA proteins activity, a student experiment was designed for this reason, and including to examine its features, effective factors, and relation between the structure and function of the proteins. This experiment was carried out by students. Slide demonstration method included slides about protein structure and function. The slides were shown by teachers. Lecture method was performed by teachers as usual. Effectiveness of different sequential teaching methods was measured quantitatively by an achievement test. Achievement test contained 20 questions, testing the knowledge of facts as well as the ability to transfer the knowledge and problem solving ability. This test was used as pre-test before methods’ application, post-test after the methods’ application and retention test after 30 days from methods’ applied.

Science subjects, or specifically biology, contain many concepts and terminologies that require extensive effort in memorizing. As a result, students are employing their own learning styles to learn things in the best possible way. Thus, this study aimed to investigate the possible relationship between the students’ retention level in biology and learning styles in the course. A descriptive-correlational research design was utilized to determine the relationship between the retention level and learning styles of Grade 10 students in biology. A retention test was conducted that seeks to evaluate the retention level of the respondents in their biology subjects. Respondents were asked to select the best way on how they are learning biology effectively, as part of the retention test. Each of the ways indicated corresponds to a specific learning style category following the Visual, Auditory, Read, and Kinesthetic (VARK) Learning styles Model. Findings revealed that the majority of the re...

The study investigated the effects of teaching strategies (demonstration and guided inquiry) on Biology achievement of secondary school students with different learning styles (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) in Rivers State. A quasi-experimental design was adopted, specifically the pre-test, post-test non-equivalent control group design. The sample consisted of 247 SS2 students drawn from three randomly sampled governments owned secondary schools in Obior/Akpor Local Government Area in Rivers State. Three research questions and three null hypotheses were formulated to guide the study. Frequent count; mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses. Treatment consisted of teaching Biology concepts to the two experimental groups using demonstration and guided – inquiry strategies while the other third group which is the control group was taught using lecture strategy. Two instruments Biology Achievement Test (BAT) and Index of Learning Styles (ILSQ)adopted from Felder and Solomon (2004) were used for data collection. The two instruments were subjected to both face and content validity. Test-retest reliability coefficient was computed using Pearson Product Moment Co-relationcoefficient which gave a reliability coefficient of 0.84 for a BAT. The ILSQ was used for the identification of students' learning styles. The internal consistency for each of the learning styles was determined using Cronbach Alpha which gave a reliability index of 0.88 for active/reflective, 0.82 for sensing/intuitive, 0.85 for visual/verbal, and 0.79 for sequential/global learning styles. The findings revealed that there was no significant difference in the mean scores of students taught Biology concepts using demonstration and guided – inquiry strategies. There was a significant difference was found to exist in the academic achievement of Biology students with different learning style taught using demonstration and lecture, guided-inquiry and lecture. Based on the findings of this study, it was recommended among others that Biology teachers should identify the learning styles of their students and use teaching strategies that complement them.

The study was aimed at finding out the Effect of Guided Inquiry Instructional Method on Secondary School Students’ Retention in Biology. It was conducted in Pankshin and Barkin Ladi local government areas of Plateau State. The study adopted a quasi-experimental design with one research instrument, the Biology Retention Test (BRT). The BRT was a reshuffled Biology Achievement test with 50 objective questions. The reliability of BAT was 0.74 computed using Spearman rank order correlation. The sample for the study was 358 Seniors secondary two (SS II) students in six randomly selected schools in the study area. The sample was divided into experimental and control group. The experimental group was taught Biology using Guided Inquiry while the control was taught the same biology concepts with conventional method. Data were collected using BRT. The two research questions were answer using mean and standard deviations while the hypotheses were tested at 0.05 level of significance using AN...

The study investigated the Effects of Demonstrational Instructional Strategy on Senior Secondary School Students Academic Achievement in Biology. This study became necessary because of the unavailability of instructional materials for teaching biology in the secondary schools. The study employed a quasi experimental design, specifically the pretest-posttest non equivalent group design. One hundred students from comprised of male and female randomly selected from the senior secondary one students. The one hundred students shall be up of (50) fifty male and female students for sample of the study. The experts validated the instrument Biology Achievement Test (BAT). Three research questions were answered and two hypotheses were tested. The data were analyzed using mean, standard deviation. The results revealed that students taught using demonstrational instructional strategy materials performed better than students taught using conventional material; male students did not perform better than their female counterparts in Biology; rural students performed better than urban students in biology; The results do not suggest ordinal interaction effects between mode of method and gender on students’ achievement in biology. This was because at all the levels of gender, the mean scores were higher for student’s improvised demonstration instructional material strategy; the result suggests ordinal interaction effects between modes of method and location on students’ achievement in Biology; this was because at all the levels of location, the mean scores were higher for student’s improvised instructional material compared to conventional materials with lower mean scores; there was significant difference in the mean score of students taught using students improvised instructional material and those taught using conventional instructional materials; there was no significant difference in the mean achievement scores of male and female students in biology; there was significant difference in the mean achievement scores of urban and rural students in biology; The interaction effect of method and gender on students mean achievement scores in Biology was, not statistically significant. The interaction effect of method and location on students’ mean achievement scores in Biology was, not statistically significant. Based on the findings and implications, it was recommended that teaching of Biology in secondary school should be conducted in a manner that students will effectively understand and learn the concept taught. It was suggested that further research could be carried out on this topic using true experimental research design.

A sample of 120 Senior Secondary school Class Three Biology students from four randomly selected schools in Ekiti State ,Nigeria was divided into two – experimental and control groups. Teaching package from two chapters in College Biology were used in teaching the experimental group by a laboratory method while the control group was taught by the lecture method. Data was collected using an Achievement Test for Nutrition and Ecology (ATNE) designed by the researcher. Means, standard deviation and t-test statistics were used in analysing the results. The two methods were effective in teaching biology, the experimental group performed better than their counterparts in the control group. The study also revealed that male students prefer lecture method to laboratory method when compared with their female counterparts. On the other hand, the females in the control group performed better than males of the same group.