Score Level, Text Structures and Senior Secondary School Students’ Achievement in Genetics in Ilorin, Nigeria
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Date
2022
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Publisher
Sarkaya University
Abstract
Genetics is one of the hard to learn biological concepts owing to its connectedness to Latin / Greek
origin. Hence, the need for its proper structuring for easy comprehension by the students. The
effectiveness of text structure on students’ proper understanding had been widely reported in
literature, hence, this study investigated score levels, text structures and senior secondary school
students' achievement in genetics. Specifically, the study assessed the: (i) variation in the
achievement of students taught using different text structures (ii) interaction effects of text structures
and score levels on senior school students’ achievement in genetics among others. A quasi experimental design of pretest, posttest, non-equivalent, and non-randomized control group was
adopted. A total of 239 students purposively selected took part in the study. ANCOVA was used to
analysed the hypotheses at 0.05 alpha level. Findings indicated that there was (i) a statistically
significant difference in the achievement of students exposed to different text structure i.e., F (2, 238)
= 15.11 at p < 0.05; (ii) no statistically significant difference in the interaction effects of text structure
and score level. The implication of the finding is that the two structured texts were useful for
improving senior school students’ achievement in genetics. It was therefore, recommended that
biology teachers should consider logical prose and concept maps in structuring their instructional
materials.
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Keywords
Score level, Text structure, Achievement, Genetics