ADOPTING QUESTIONING INSTRUCTIONAL STRATEGY IN BIOLOGY CURRICULUM DELIVERY TO ENHANCE STUDENTS’ ACHIEVEMENT AND INTEREST IN DELTA CENTRAL SENATORIAL DISTRICT

Abstract

This study examined the use of questioning instructional strategy in biology curriculum delivery on students’ academic achievement and interest in Delta Central Senatorial District of Delta state. The study was guided by four research questions and hypotheses. The research design was a quasi-experimental design. The population of the study consists of 21, 147 SS II biology students. The sample of the study consists of 296 SS2 students from four secondary schools in Delta Central Senatorial District. In order to collect data, the Biology Achievement Test (BAT) and the Students Interest Inventory in Biology (SIIB) were used. The reliability index of the BAT and SIIB were calculated using the Kuder-Richardson (KR) formula -21 and Cronbach Alpha which yield a reliability coefficient of 0.81 and 0.84 respectively. Data for the study was collected by administering the instruments as pretest and posttest to the students. Data was analyzed using Means, Standard deviations, t-test, Analysis of Variance (ANOVA). Findings indicate that: there is a significant difference in mean achievement score of Biology students taught using questioning and conventional lecturing instructional strategies; there is a significant difference in mean interest score of Biology students taught using questioning and conventional instructional strategies; there is no significant difference between the mean achievement scores of male and female students taught Biology using the questioning instructional strategy; There is no significant difference between the mean interest scores of male and female students taught Biology using the questioning instructional strategy. As a result of the findings, it was recommended, among other recommendations, that Biology teachers should incorporate the questioning instructional strategy into their teaching of Biology curriculum concepts.