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VOL. 8, ISSUE 2 (2023)
Enhancing students’ performance in genetics using 5e learning cycle and webquest in secondary schools in Rivers state
Authors
Nnodim Ngozi Esther, Nwanekezi A U
Abstract
This study investigated the effect of 5E learning cycle and Web Quest on students’ performance
in genetics in Secondary Schools in Rivers State. Three objectives and three
research questions guided the study while three null hypotheses were tested at
0.05 level of significance. The study adopted a quasi- experimental,
non-equivalent, control group design. Three co-educational private schools were
drawn using purposive sampling technique. The population of study comprised of Seven thousand, two
hundred and thirteen (7,213) students, from which a sample size of 96 Senior
Secondary two (SS2) students was drawn. Three intact classes were used. The
instrument for data collection was Genetics Performance Test (GPT) which
consisted of fifty (50) multiple choice items adapted for the study. This was
validated by six experts. The internal consistency was determined using Kuder –
Richardson formula 21 and a reliability coefficient of 0.98 was obtained. The
data obtained were analyzed using mean and standard deviation to answer the
research questions. The hypotheses were tested at 0.05 level of significance
using Analysis of Covariance (ANCOVA). The result of the study revealed that 5E
learning cycle and webQuest had significant effect on students’ performance in genetics.
There was no significant joint interaction effect of 5E learning cycle and
webQuest, on performance of male and female students taught genetics. Based on
the findings of this study, it was recommended that students should be taught genetics using 5E learning cycle and webQuest as it enhances performance.
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Pages:1-5
How to cite this article:
Nnodim Ngozi Esther, Nwanekezi A U "Enhancing students’ performance in genetics using 5e learning cycle and webquest in secondary schools in Rivers state". International Journal of Multidisciplinary Education and Research, Vol 8, Issue 2, 2023, Pages 1-5
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