Effect of Activity-Based Instruction on the Self-Efficacy of Secondary School Biology Students in the Gumel Education Zone, Jigawa State, Nigeria

Samenvatting

The study investigates the Effect of activity-based instruction on Self-efficacy of Secondary School Students in Biology in Gumel Education Zone, Jigawa State. This study was necessitated due to persistence low performance, the study adopts a Quasi-Experimental Design of Pretest, posttest, Non-Equivalent Groups. Two Objectives, two research questions and two null hypotheses guided this study. The population comprised all 2465 Biology students from 17 public Senior Secondary Schools in Gumel Education Zone. A sample of (174) students from two randomly selected coeducational schools was used for the study. The study involves two groups. The experimental group was taught Activity-based Instruction Model while the Control Group was exposed to the same concept using Lecture Method. One instrument were used for data collection which is Genetics Concept Self-efficacy Questionnaire (GCSQ) and have reliability coefficients of 0.85 estimated using Cronbach’s alpha statistic. Research questions were answered using Mean rank and Sum rank statistics while null hypotheses were tested using Independent Samples t-test at 0.05 level of significance. Findings reveal a significant difference between the mean scores of experimental and control groups in self-efficacy all in favour of the experimental group. The results also show that male and female students in the experimental group do not significantly differ in the variables studied. Based on these findings, the researcher concludes that activity-based instruction is effective and gender-friendly in fostering the examined variable among secondary school Biology students. It is therefore recommended that Biology teachers frequently employ this model in teaching challenging concepts in Biology like Genetics concept.