EFFICACY OF '5Es' INSTRUCTIONAL STRATEGY AND DIAGNOSTIC REMEDIATION ON SENIOR SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN BIOLOGY IN ONDO STATE

Abstract

The study investigates the efficacy of '5Es' instructional strategy and diagnostic remediation (DR) on senior secondary school students' academic achievement in Biology in Ondo State. The study adopted a quasi-experimental non-randomized pre-test, post-test, and control group design involving two experimental groups ('5Es' Instructional Strategy and Diagnostic Remediation); and the Conventional Group as the control). The sample consisted of 90 senior secondary school one students assigned to the treatment and the control groups. Data were collected using the Biology Achievement Test (r=0.79). Data were analyzed using descriptive statistics to answer research questions and inferential statistics to test research hypotheses at the 0.05 alpha level. The findings revealed a significant difference in achievement between the experimental and the control group, (F.cal 4.982, p<0.05); a significant difference was found in the achievement of male and female experimental groups in '5Es' Instructional Strategy (t.cal 3.164 p<0.05); and Diagnostic Remediation (t.cal 2.392, p<0.05). Based on findings, it was concluded that '5Es' Instructional Strategy and Diagnostic Remediation are more effective on students' academic achievement than the conventional method ('5Es' > DR > CR), hence, teachers should engage in using '5Es' Instructional Strategy and Diagnostic Remediation for teaching biology to help students learn more, retain more, and apply what is learnt.