Title: Effects of 7Es and 3Es Instructional Strategies on Secondary School Students' Retention in Biology in Jalingo Education Zone
Authors: Danjuma G. Stella (PhD), Nkumsar Nathan
Volume: 9
Issue: 1
Pages: 65-69
Publication Date: 2025/01/28
Abstract:
This study looked at the effects of using the 7Es and 3Es teaching strategies on biology students retention in secondary schools in Jalingo Education Zone. A quasi-experimental design was used in the investigation. The study's compass consisted of two research questions and one hypothesis. 224 of the 2,516 Secondary School II biology students who were enrolled in the program were chosen as the study sample. The instrument utilized was the Genetic Retention Test (GRT), which had a reliability index of 0.84 according to the Kuder-Richardson formula 20 (K-R20). The null hypotheses were examined using analysis of covariance at the 0.05 level of significance, while the research questions were examined using the mean and standard deviations. The findings showed, among other things, that students who learned genetics using the 7Es instructional strategy retained the material better than those who learned the same concept using the 3Es instructional strategy, and the null hypothesis indicated a significant difference between the two groups in favor of the 7Es. As a result, it is advised that biology instructors receive training on the 7Es teaching method.