Title: Comparative Analysis Of Scenario-Based Instruction And Lecture Method On Students' Achievement In Basic Science In Delta State
Authors: Umukoro Ogheneovo Emmanuel, Prof. O. P. Ajaja and Dr. H. E. Avwiri
Volume: 10
Issue: 6
Pages: 185-192
Publication Date: 2026/06/28
Abstract:
This study examined the effect of scenario-based instruction on students' achievement in Basic Science, comparing its effectiveness with that of the conventional lecture method, while also considering gender differences. A quasi-experimental approach was employed, specifically the non-randomized pretest-posttest control group design. The study population consisted of 174,570 Basic Eight students enrolled in public secondary schools across the state. From this population, a sample of 216 students was selected from four intact classes using a simple random sampling technique. Data for the study were collected using the Basic Science Achievement Test (BSAT), which comprised 50 multiple-choice items derived from previous Basic Education Certificate Examination questions. The instrument was subjected to expert validation to ensure its appropriateness, and its reliability was determined using the Kuder-Richardson Formula 21, yielding a coefficient of 0.88, which indicates a high level of consistency. Before the commencement of the instructional treatment, a pretest was administered to determine the initial equivalence of the groups. During the intervention period, which lasted six weeks, students in the experimental group were instructed using scenario-based teaching, where lessons were structured around real-life situations to enhance understanding. In contrast, students in the control group were taught the same concepts using the traditional lecture method. At the end of the treatment, a posttest was conducted to assess students' academic achievement. The data obtained were analyzed using descriptive statistics, including mean and standard deviation, as well as inferential statistics, specifically Analysis of Covariance (ANCOVA), tested at the 0.05 level of significance. The results indicated that students who were exposed to scenario-based instruction performed better, as reflected in their higher mean scores, compared to those taught through the lecture method. The findings also revealed a significant difference in achievement based on gender among students in the scenario-based group, although both male and female students showed improvement when exposed to this instructional approach. However, the analysis showed no significant interaction effect between instructional method and gender on students' academic achievement. Based on these findings, the study concluded that scenario-based instruction is a more effective, learner-centered strategy for enhancing students' academic performance in Basic Science when compared to the traditional lecture approach. Consequently, it was recommended, among other suggestions, that Basic Science teachers should integrate scenario-based teaching methods into their classroom practices to promote better understanding and improve students' academic outcomes.