Effects of Advance Organizers on Upper Basic Science Students’ Achievement and Retention in Giade Local Government, Bauchi State, Nigeria

Baba Usman Sabo, Hassan Muhammad Gambo, Auwal Rabiu

Abstract


This study attempts to find out the effectiveness of advance organizer model of teaching on students’ achievement and retention in basic science at an upper basic level. The study employed a quasi-experimental design. The sample for the study was 110 upper-basic II students. A simple random sampling technique was used to select two upper-basic schools in Giade Local Government Area, Bauchi State, Nigeria. The experimental group was taught using an advance organizer model of teaching, while the control group was taught using the traditional teaching method. Basic Science Achievement Test (BSAT) was used as an instrument for data collection. The reliability of BSAT was determined using the Kuder-Richardson formula 21 (K-R21) and the reliability coefficient obtained was 0.76. The hypotheses were tested at a 0.05 level of significance using a t-test. The findings of the study revealed students in the experimental group had achievement and retention significantly more than their counterparts in the control group. Also, gender has no effect on students’ achievement and retention when advance organizer model was used as a medium of instruction. Based on these findings, it was recommended that Basic science teachers should adopt the use advance organizer model of teaching in the teaching of Basic science.


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References


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