Impact of ASEI-PDSI Teaching Approach on Upper Basic Students’ Performance and Retention in Basic Science in Bauchi State, Nigeria

Baba Usman Sabo, Zachariah Rose, Bako Yosi Zakaria

Abstract


The purpose of this study was to determine the impact of the ASEI-PDSI teaching approach on upper basic students’ performance and retention in Basic Science. The study employed a pre-test post-test quasi-experimental research design with 168 upper basic II students as a sample of the study. The experimental group was taught using the ASEI-PDSI teaching approach, while the control group was taught using the traditional teaching method. Basic Science Performance Test (BSPT) and Basic Science Retention Test (BSRT) were used as instruments for data collection. Mean and standard deviation was used to answer the research questions while analysis of covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The reliability of BSAT was determined using the Kuder-Richardson formula 20 (K-R20) and the reliability coefficient of 0.76 was obtained. The findings of the study revealed that students taught Basic science using the ASEI-PDSI teaching approach performed and retained the learned concepts significantly higher than those taught using the conventional teaching method and there was no significant difference in the retention ability of male and female students when taught Basic science using ASEI-PDSI teaching approach. Based on these findings it was concluded that the ASEI-PDSI teaching approach has an impact on students’ performance and retention and it is a gender-friendly instructional approach that might close the gender-retention gap in Basic science.

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