Effects of Vee-Mapping Strategy on Senior Secondary School Students’ Acquisition of Science Process Skills in Biology in Adamawa State, Nigeria

Ismaila Gambo Amara, Kawu Waziri, Ashiwere Isaac Obogo

Abstract


The study investigated the effects of vee-mapping strategy on senior secondary school students’ acquisition of science process skills in Biology in Adamawa State, Nigeria. The study had two objectives, two research questions and two null hypotheses. The study adopted pre-test, post-test, non-equivalent control group design. The population of the study composed of all (49,253) Senior Secondary II Biology Students. The sample size for this research comprised of 84 Biology students from two intact classes of SS11 in Yola co-educational zone. The instrument used to collect data for this study was Biology Practical Achievement test (BPT). The validity and reliability of the instruments were established. Data collected were analyzed using SPSS version 23. The descriptive Statistics of mean and standard deviation were used to answer the research questions while inferential statistics of ANCOVA were used in testing the null hypotheses. The findings of the study indicate significant differences in the mean scores of students' science process skills across various aspects when taught using the vee-mapping strategy compared to the lecture method. Specifically, the study found significant differences in observing (F(1, 83) = 165.228, p < 0.05) and classifying (F(1, 83) = 175.972, p < 0.05). Overall, the results reveal a significant difference in the mean scores of students' science process skills between those taught with the vee-mapping strategy and those taught with the lecture method (F(1, 83) = 223.148, p < 0.05). It is concluded that the Vee-mapping strategy is more effective than the lecture method in improving students' science process skills. Specifically, the use of the Vee-mapping strategy led to higher mean scores in observing, classifying and overall science process skills compared to the lecture method. It is recommended among others that teachers should integrate Vee-mapping strategy and real-life examples into their teaching to enhance students' observation skills.


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