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Research Article | Volume 3 Issue 6 (November, 2022)
Effect of Four Mode Application Technique on Biology Students Retention of Biology Concepts in Secondary Schools in Delta State
Under a Creative Commons license
Open Access
Nov. 30, 2022
The study examined the effect of four mode application technique on Biology students’ retention of Biology concepts in secondary schools in Delta State. The population of the study consisted of all senior secondary school two (SS2) Biology students in Delta State, with a population of 31, 572. The sample size of the study was 225 Biology students. Six schools were randomly selected using withdrawal with replacement approach. The study adopted the pretest posttest delayed posttest quasi-experimental design. The instrument utilised for data collection was the Biology Achievement Test (BAT). The collected data was evaluated by employing mean, standard deviation, independent sample t-test and Analysis of Variance (ANOVA). The findings of the study are: there is a significant difference in the mean retention scores of Biology students taught with four-mode application technique and those taught with lecture method in favour of the 4MAT group; there is no significant difference in the mean retention of male and female students taught Biology with 4MAT; there is no significant interaction effect of method and sex on students’ retention in Biology. It was concluded that the four-mode application technique has a significant effect on students’ retention as it helps students to retain what is being taught/learned. The study recommends that Biology teachers should use the four-mode application technique to teach their students to help them retain Biology concepts taught and teachers should be trained on how to teach using the four-mode application technique.
Four-Mode Application Technique
Biology Concepts
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