EFFECT OF GENERATIVE LEARNING MODEL ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ECOLOGICAL CONCEPTS IN ONITSHA EDUCATION ZONE.

Abstract

The study investigated effect of generative learning model on secondary school students’ academic achievement in ecological concepts in Onitsha Education Zone. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study is quasi-experimental research, adopting specifically the non-randomized control group research design. The population of the study was 3155 (1230 males and 1925 females) Senior secondary year one (SS1) students offering biology. A sample of 100 students (43 males and 57 females) drawn using a multistage sampling procedure involving random and purposive sampling techniques was involved in the study. The instrument for data collection was Ecology Achievement Test (EAT) validated by three experts. The reliability coefficient for EAT was found to be 0.98 using Kuder-Richardson formula 20 (KR-20). Data for the study were collected using EAT through pretest and posttest. The data obtained were analyzed using Mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings of the study revealed among others that there was a significant difference in the mean achievement scores of students taught ecological concept using generative learning model and those taught using expository method. It was recommended among others that seminars and workshop should be organized by education stakeholders to orient biology teachers on how to use like generative learning model in teaching.