EFFECTS OF INTEGRATING INSTRUCTIONAL MODELS WITH LECTURE METHOD ON ACADEMIC PERFORMANCE AND RETENTION OF STUDENTS OF SMALL CLASS-SIZE IN ZARIA EDUCATIONAL ZONE KADUNA STATE

Abstract

This study investigated the effects of integrating instructional models with lecture method on academic performance and retention of students of small class-size in some Biology concepts among Senior Secondary School Students in Zaria Education Zone. The study adopted a pretest, posttest, post-posted quasi experimental and control group design. Fifty students were randomly selected from two Senior Secondary Schools that constituted the sample for the study. The schools were grouped into two, one as experimental with 25 students and the other as control with 25 students from the total population of 4,450, S.S.S 3 students in the zone. The subjects in the experimental groups were taught by Integrating Instructional Models with Lecture while the control groups were exposed to lecture method. A Biology Achievement Test (BAT) with Reliability Coefficient rf = 0.75 was used to measure the students’ achievement and retention after the treatment. The data collected were analysed using mean, standard deviation and t-test. Results indicated that there is significant difference in the means academic performance and retention of students taught Biology concepts using Integrating Instructional models with lecture method compared to those taught using lecture method of instruction in small class size. Based on the findings it was recommended that Integrating Instructional models with lecture method should be used by Biology teachers in Senior Secondary Schools. Biology teachers should be trained on effective use of instructional models in Senior Secondary Schools.