GASPRO International Journal of Eminent Scholars

ABSTRACT

The study investigated the effect of students’ constructed instructional materials on their academic achievement and retention in Basic Science in Oron Local Government Area. To achieve the objectives of the study, five null hypotheses were stated. The study adopted a quasi-experimental design, specifically a non-randomized and non-equivalent control group. A sample of 192 students in two intact classes was selected for the study using the purposive sampling technique. Two researcher-made instruments containing 20 items each were used for the study. The instruments were: Basic Science Achievement Test (BSAT) and Basic Science Retention Test (BSRT). The instruments were trial-tested once. The result of Pearson Product Moment Correlation (PPMC) shows that BSAT and BSRT have a reliability coefficient of 0.76. The students were guided by the research assistants to conduct the experiments using: connecting wires; battery; key; rheostat; torch; bulbs; voltmeter; ammeter; resistors; and ohmmeter while teaching the topic. An Analysis of Covariance (ANCOVA) was used to test research hypotheses. The results obtained show a significant difference between the mean achievement and retention scores of basic science students taught electrical energy using students’ constructed instructional materials. The results also showed a significant difference between the mean achievement and retention scores of students by gender. It is recommended that teachers should adopt students’ constructed instructional materials to improve students’ achievement and retention when the materials are inadequate or non-available.

KEYWORDS: Students, Constructed Instructional Materials, Academic Achievement, Retention, Basic Science, and Oron Local Government Area