EFFECT OF LEARNING ACTIVITY PACKAGE (LAP) ON STUDENTS’ ACHIEVEMENT AND RETENTION IN BIOLOGY IN OWERRI NORTH LOCAL GOVERNMENT AREA, IMO STATE, NIGERIA.

Abstract

This study investigated the effect of Learning Activity Package (LAP) on students’ academic achievement and retention in Biology in secondary schools in Owerri North Local Government Area of Imo State, Nigeria. The design of the study was quasi- experimental, pre-test posttest 2x2x2 factorial design. Six research questions and four null hypotheses were formulated to guide the study. The sample size for the study comprised one hundred and sixty (160) SS1 students from four co-educational secondary schools in the study area. For even representation, simple random sampling technique (balloting) was used to draw four schools from the 13 co- educational secondary schools in the Local Government Area. Simple random sampling technique (toss of coin) was used to draw one intact class from each of the four schools that formed the experimental and control groups. The Instrument for data collection was the researcher developed 30-item Biology Achievement Test (BAT). The BAT was validated by the supervisor and experts from the Department of Educational Foundations, University of Abuja. The instrument was subjected to a reliability test using Kuder-Richardson 20 (K-R 20) statistic and it yielded a reliability co-efficient of 0.62. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed among other things that: the students taught Biology using lecture method achieved higher than those taught using Learning Activity Package; there is no significant difference in the mean achievement scores of SS 1 students taught Biology using LAP and those taught using lecture method; and there is no significant difference in the mean achievement scores of male and female SS 1 students taught Biology using LAP. The study recommended among other things that: teachers should combine both traditional method and innovative methods in teaching Biology concepts; and while laying emphasis on learner-centred teaching methods; curriculum planners should still know that teacher-centred methods are still effective in teaching and learning.