Gender, text structure and senior school students achievement in genetics
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Date
2019-06
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Science Education, Federal University of Technology, Minna, Nigeria
Abstract
The poor achievement of students in genetics knowledge could be ascribed to inappropriate
manner of structuring genetics instruction given to students. This study investigated gender,
text structure and senior school students’ achievement in genetics. A quasi- experimental
design involving pretest, posttest, non-randomized control and non-equivalent group design
was adopted. A purposive sampling technique was used to select 239 students that
participated in the study. The t-test and Analysis of ANCOVA statistics were used for the
analysis. Findings indicated that there was: (i) a significant difference in the achievement of
students taught genetics using different text structures at p < 0.05, F(2, 238) = 15.11, (ii) no
significant difference in the achievement of male and female students taught genetics using
concept map at p > 0.05; t = 0.62 among others. The study recommends that biology teachers
should consider logical prose and concept map in structuring secondary senior school biology
contents.
Description
Keywords
Gender, Text Structure. Genetics, Students
Citation
Alabi, H. I., & Abimbola, I.O. (2019). Gender, text structure and senior school students achievement in genetics. Journal of Science, Technology, Mathematics and Education, 15 (2)