EFFECT OF STUDENTS-PRODUCED INSTRUCTIONAL MATERIALS ON STUDENTS’ ACHIEVEMENT IN BIOLOGY
The study investigated the effects of students’ produced instructional materials on students’ achievement in biology. Three research questions and three null hypotheses guided the study. The study employed a quasi- experimental design, specifically the non equivalent control group design. The sample for the study comprised of 149 SS 1 students in Ijebu Education Zone of Ogun State. Two intact classes were used for the study, one was assigned to treatment and the other to control group. The instrument for data collection in this study is Biology Achievement Test (BAT). Data collected from the study were analyzed using mean and standard deviation and the Analysis of Covariance (ANCOVA) for the hypothesis. The results of the study revealed that students taught biology using students produced instructional material had higher mean achievement scores than students taught using conventional material; male students had higher mean achievement scores than their female counterparts in Biology; rural students had higher mean achievement scores than their counterparts in urban area. There was statically significant main effect for instructional materials on mean achievement score of students in Biology [F(1,148) = 13.790, p<.000.] there was statistical significant main effect of gender on students’ achievement in biology [F(1.148) = 11.416, p>.000], and there was significant main effect of location on students achievement in biology [F(1, 148) = 27.845, p>.000]. Based on the findings of the study, it was recommended that teaching of biology in secondary school should be conducted in a manner that students will effectively understand and learn the concept taught. It should be practical as the use of students produced instructional materials play greater role in students’ achievement; teacher should try to engage the students actively in the production of instructional materials. This will give students enough understanding of biology concepts as the child’s local environment will be used to source for materials. There should be collaboration between policy makers and schools for the provision of essential instructional materials such as laboratory glass wares, reagents, microscope, burner etc. Also at the local Education Authority level, effort should be made from time to time to organize workshops for biology teachers on effective techniques in the production of instructional materials. It was suggested that further research can be carried out on this topic using other science subjects.
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