ANDRAGOGICAL INSTRUCTIONAL METHOD AS A FACTOR ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: IMPLICATIONS FOR EDUCATION MANAGERS
DOI:
https://doi.org/10.48047/bwmrta49Keywords:
Andragogical Instructional Method, Basic Science, Academic Achievement, Gender, Education ManagersAbstract
This study investigated the effect of the andragogical instructional method on secondary school students’ academic achievement in Basic Science, with specific emphasis on its implications for education managers. The quasi-experimental design, specifically the pretest-posttest non-equivalent control group design, was adopted. A sample size of 163 JSS II Basic Science students drawn from 4 intact classes using simple random sampling technique was used for the study. The experimental group was taught using the andragogical instructional method, while the control group received instruction through the conventional lecture method. Data were collected using a Basic Science Achievement Test (BSAT), which was validated by experts in science education and measurement and evaluated. The instrument yielded a reliability coefficient of 0.94 using the Kuder-Richardson formula (KR-20). Data obtained were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings revealed that the andragogical instructional method significantly enhanced students’ academic achievement in Basic Science compared to the conventional method. However, gender had no significant influence on stud ents’ achievement, and there was no interaction effect between gender and instructional methods. The study recommends that Basic Science teachers should adopt andragogical instructional approaches in their teaching; government and school administrators should provide adequate instructional materials, laboratories, and technological tools that support the use of andragogical methods in teaching Basic Science among others.
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