Effect of Learner-Centred Instructional Approach on Students’ Performance in Secondary School Biology in Opobo/Nkoro Local Government Area in Rivers State

Abstract

The study investigated the effect of learner-centred instructional approach on students’ Biology performance in secondary schools in Opobo/Nkoro Local Government Area in Rivers State with two specific objectives. Quasi-experimental research design was adopted for the study. The target population was made up 414 students and teachers from the four senior secondary schools in Opobo/Nkoro Local Government Area, Rivers State. The study adopted purposive sampling technique to select 178 SS1 students in intact classes and the entire 38 biology teachers. Two research instruments were used for this study namely Biology Achievement Test and Extent of Use of ASEI-PDSI instructional approach by Biology Teacher Questionnaire. The coefficient of reliability of the instruments were established using test–retest method.  Pearson Product Moment Correlation was used to obtain r-values of 0.82 and 0.86 respectively. The findings of the study show that students taught using activity based instructional strategy achieved higher scores than those taught using lecture method and that there is low level use of Activity Based-Learner Centred Instructional Approach in teaching biology in secondary schools in Opobo/Nkoro Local Government Area of Rivers State. In view of the findings, the study recommends training and re-training of biology teachers on more aspects of the activity based-learner centred instructional approach.