View Abstract

Title :

Impact of Anchored Instructional Model on the Academic Performance of Biology Secondary School Students in Sokoto State

Authors :

Suleiman Sa’adu Matazu

The study examined the effect of Anchored Instruction on the academic performance of secondary school Biology students in Sokoto State, Nigeria. A quasi-experimental research design was adopted, employing a pre-test and post-test non-randomized control group format. Intact classes were used, and participants were assigned to either the experimental group, which received instruction through the Anchored Instruction model, or the control group, which was taught using conventional teaching methods. The study was guided by two research objectives, two research questions, and two null hypotheses. Data were collected using the Biology Performance Test (BPT), an instrument validated by experts from the Faculty of Education and Extension Services at Usmanu Danfodiyo University, Sokoto, as well as experienced secondary school Biology teachers. The reliability of the instrument was determined using the test-retest method, yielding a reliability coefficient of 0.81. The population of the study comprised 16,342 Senior Secondary II (SSII) students across six educational zones in Sokoto State. A sample of 622 SSII students was selected for the study, including 324 males and 298 females. Findings revealed that students taught using Anchored Instruction significantly outperformed those taught using conventional methods. Furthermore, both male and female students exposed to Anchored Instruction demonstrated significantly higher performance, indicating the gender-inclusive effectiveness of the method. Based on these findings, it is recommended that Biology teachers receive training in the use of Anchored Instruction, as it has been shown to be more effective than traditional teaching methods