Effect of Main-Idea-Web Teaching Strategy on Secondary School Student Retention in Nutrient-Cycling In Nature and Pollution in Kano-State-Nigeria

Faith Sadoh, Garba Shuaibu, Hauwa’u Iliyasu

Abstract


This study investigated the effect of Main-Idea-Web (MIW) teaching strategy on secondary school students’ retention in Nutrient Cycling in Nature and Pollution in Kano State, Nigeria. The study adopted a quasi-experimental design involving pre-test, post-test, and post-post-test equivalent group. Population of the study consists of 11,290 SS11 students and a sample of 312 SSII students were taught using MIW strategy, while another group was taught using conventional teaching method. The instrument for data collection was a validated Nutrient Cycling in Nature and Pollution Achievement Test (NPAT). Data were analyzed using mean, standard deviation, and ANCOVA at 0.05 level of significance. Findings revealed that students taught with MIW strategy had higher mean retention scores than those taught with the conventional method. ANCOVA results showed a significant difference between the two groups in favour of the experimental group. The study also found significant effects of gender and a significant interaction effect between instructional strategy and gender. The R² value indicated that a substantial proportion of variation in students’ retention was explained by the instructional strategy. The study concluded that Main Idea Web teaching strategy is more effective than conventional teaching method in enhancing students’ retention in nutrient cycling in nature and pollution. It was recommended that Biology teachers should adopt MIW strategy to enhance students’ understanding and retention of complex biological concepts. 


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