Vol. 4, Issue 5 (2019)
Effect of laboratory teaching method on students’ achievement and retention in basic science in federal capital territory Abuja, Nigeria
Author(s): Okwara O Kalu, Adejoh M James, Tafi F Iornen
Abstract: This study investigated the effect of laboratory teaching method on students’ achievement and retention in Basic science in federal capital territory Abuja, Nigeria. The study has three research objectives, answered three research questions and tested three null hypotheses. A quasi experimental design of nonequivalent group was adopted. Basic science Achievement Test (BASAT) was developed and administered to 390 sample from 14,920 population of upper Basic II students using multi-stage sampling technique. BASAT was validated by five experts and its reliability was established at 0.62 using Kuder-Richardson formula 20 method. Eight lesson plans each for experimental and control group were developed. Experimental group was taught using laboratory method of teaching while the control group was taught using traditional method of teaching. The study lasted for six weeks. Research questions were answered using descriptive statistics of means, standard deviation while null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed significant difference in achievement and retention of male and female students exposed to laboratory method of teaching. Based on the findings, it was concluded that laboratory method of teaching is an effective approach of teaching Basic science.