Hands-On and Virtual Learning Instructional Strategies on Biology Students' Academic Achievement on Respiration in Abak, Akwa Ibom State

Abstract

The study investigated educational hands-on and virtual learning instructional strategies on biology students' academic achievement on respiration in Abak, Akwa Ibom State. Three research questions were raised and three null hypotheses guided the study. The design for the study was quasi-experimental pretest, post-test equivalent group design. The population of the study consisted all 3,620 Senior Secondary School Two students offering biology in all the 10 public secondary schools in Abak Local Government Area. A sample size of one hundred and fiftythree (153) senior secondary two biology students were selected using purposive sampling technique. The instrument for data collection was Biology Achievement Test. The reliability of the instruments was determined using Kuder Richardson 21 (KR-21) and gave 0.77. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at p˂0.05 level of significance. The findings of the study showed a significant difference in the academic achievement mean scores of biology students taught respiration using hands-on and virtual learning instructional strategies. Gender was found not to be a significant factor affecting students' academic achievement. Based on the findings, it was recommended that biology teachers should be encouraged to adopt hands-on as instructional strategy for effective teaching of respiration.