EFFECTS OF INSTRUCTIONAL MATERIALS, GENDER AND COGNITIVE ABILITY ON STUDENTS` ACADEMIC PERFORMANCE IN BASIC SCIENCE AND TECHNOLOGY IN UYO, AKWA IBOM STATE, NIGERIA

Abstract

This study investigated the effect of instructional materials, gender and cognitive ability on students’ academic performance in Basic Science and Technology in Uyo, Akwa Ibom State. To achieve the objectives of this study four research questions were raised and four null hypotheses were formulated to guide the study. A non-randomized pre-test post-test control group design was adopted for the study. The population of the study was 5,365 while the sample size was 230 students. The students were drawn from three intact classes in three co-educational public secondary schools in Uyo. Basic Science and Technology Performance Test (BSTPT) and Basic Science and Technology Cognitive Ability Test (BSTCAT) were used for data collection. These instruments were validated and subjected to the split half method of reliability determination. The test items were split into odd and even numbered items and scored separately. The scores obtained were correlated using Pearson’s Product Moment Correlation (PPMC) and Spearman Brown Formula of reliability determination. The result showed reliability coefficient of 0.70 and 0.78 for BSTPT and BSTCAT, respectively. Students in the experimental group 1 were taught energy transformation using integrated-energy-model, those in experimental group 2 were taught using flip chart while those in the control group were taught using chalk board. The data obtained from the tests after the treatments were analyzed using Analysis of Covariance (ANCOVA). All hypotheses were tested at 0.05 level of significance. The results indicated a significant difference in the mean academic performance scores of students taught energy transformation using integrated-energy-model, flip chart and chalk board. There was no significant difference in the mean academic performance scores of male and female students in the three treatment groups. There was a significant difference among the mean performance scores of high, average and low ability students taught energy transformation using integrated energy model, flip chart and chalk board with high cognitive ability students leading. There was no significant interaction effects of instructional materials, gender and cognitive ability on students` performance on the concept of energy transformation. Based on the findings, it is concluded that integrated-energy-model is most effective in enhancing students` academic performance on energy transformation than flip chart and chalk board. It was recommended among others that, Basic science and Technology teachers should prepare energy-models and use same in teaching energy transformation with appropriate instructional methods in their classroom interaction.