Teaching Strategies and Academic Performance of Students in Basic Science in Oyo State, Nigeria
Abstract
Purpose of the study: This study looks at the basic science teaching methods and academic achievement among junior secondary school students in Oyo State, Nigeria. It focuses on the different approaches used to teach the subject and how these methods affect students' overall academic performance.
Methodology: A quantitative approach was used to gather detailed understanding of the respondents on the variables of the study. A validated questionnaire was administered on 450 junior secondary school students by research assistants providing necessary guide when needed. For data analysis, simple percentage was used to identify the strategies for teaching basic science and Pearson Product Moment Correlation was used to establish the relationship between teaching strategies and academic performance of Basic Science students in the study area.
Main Findings: The study identified three major strategies that can be used to teach basic science: teacher-centered, interactive, and student-centered. In terms of engagement, teachers engaged the use of teacher-centered and interactive methods due to the prevalent of using these two major strategies but were not using student-centered method to deliver instruction to the students in basic science in the study area.
Novelty/Originality of this study: According to the study, teachers' use of instructional tactics can improve students' academic performance, which is a crucial predictor of educational outcomes. It offers insightful information on how basic science functions as a basis for senior secondary school core science courses. Additionally highlighted were the effects of instructional practices on basic science students' academic performance in Oyo State, Nigeria.
References
S. Banerjee, G. M. Szirony, N. McCune, W. S. Davis, S. Subocz, and B. Ragsdale, “Transforming social determinants to educational outcomes: geospatial considerations,” Healthcare, vol. 10, pp. 1-29. 2022, doi: 10.3390/healthcare10101974.
P. O. Agogo, and J. O. Ode, “Issues in Nigeria Integrated Science curriculum,: Makurdi: Optimisson Press, 2011, pp. 72 - 94
T. S. Chima, “Basic science curriculum and development in Nigeria: Post covid-19 challenges and prospects,” Unizik Journal of Educational Research and Policy Studies, vol. 7, pp. 100 -114, 2021.
A. A. Oyedeji, and Y. O. Olatunbosun, “Electronic-examination and student academic achievement in public secondary schools in Ibadan metropolis, Oyo State, Nigeria.” African Journal of Educational Management, vol. 23, no. 2, pp. 79 – 93, 2022.
M. Balaraba, “Effects of psycho-social factors on the students’ academic achievement in Basic Science,” Journal of Research in Science Teaching, vol.5, no. 1, pp. 234-240, 2016.
E. U. Oti, M. O. Olusola, W. K. Alvan, and O. C. Areh, “Effect of effective reading on students’ academic performance in tertiary institution: A case study of Computer Science Department Federal Polytechnic, Ekowe Bayelsa State, Nigeria,” African Journal of Mathematics and Statistics Studies, vol. 6, no. 2, pp. 40-50, 2023
J. O. Amasuomo, “Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme.” Kıbrıslı Eğitim Bilimleri Dergisi, vol.10, no. 3, pp. 192-204, 2015
A. Narad, and B. Abdullah, “Academic performance of senior secondary school students: Influence of parental encouragement and school environment,” Rupkatha Journal on Interdisciplinary Studies in Humanities Special Issue, vol. 3, no. 2, pp. 12-19, 2016
S. U. P. Bukhari, M. Rafique, N. Khaliq, H. Hatesh, N Umer, S. Ahmed, and S. V. Nadeem, “Academic performance indicators to improve learning outcomes of students in educational institutes: Beyond standardized tests,” Migration Letters, vol. 21, no. 11, pp. 1428-140, 2024
M. R. Dimaano, M. R. “Performance Indicators as Basis for Students’ Performance Improvement. Sustainable Development,” vol.11, no. 2, pp. 104-115, 2023
S. Kumar, M. Agarwal, and N. Agarwal, “Defining and measuring academic performance of HEI students - a critical review,” Turkish Journal of Computer and Mathematics Education, vol. 12, no. 6, pp. 3091-3105, 2021.
T. T. York, C. Gibson, and S. Rankin, “Defining and measuring academic success,” Practical Assessment, Research, And Evaluation, vol. 20, no. 1, pp. 5 – 17, 2015
E. Twum-Ampofo, and B. Osei-Owusu, “Students’ academic performance as mediated by students’ academic ambition and effort in the public senior high schools in Ashanti Mampong Municipality of Ghana,” International Journal of Academic Research and Reflection, vol. 3 no. 5, pp. 19-35, 2015
D. Tran, and B. R. O’Connor, “Teacher curriculum competence: how teachers act in curriculum making,” Journal of Curriculum Studies, vol. 56, no. 1, pp. 1-16, 2024
G. O. Onajite, “Teaching strategies employed by teachers for improving students’ learning in business education in secondary schools in Delta State,” British Journal of Education, vol. 10, no. 3, pp. 85-100, 2022
S. G. Isa, M. A. Mammam, Y. Badar, and T. Bala, “The impact of teaching methods on academic performance of secondary school students in Nigeria,” International Journal of Development Research, vol. 10, no. 6, pp. 37382-37385, 2020
P. D. Motseki, K. Luneta, and S. C. Coetsee, “The influence of different teaching and learning strategies in mathematics-a case study,” The Independent Journal of Teaching and Learning, vol. 18, no. 1, pp. 98-117, 2023
N. M. Mbajiorgu, “Science: The teachers’ perspective an introduction to science education Enugu,” Institute for Development Studies, 2023, pp. 121 – 133.
California Council on Science and Technology, “The preparation of elementary school teachers to teach science in California: Challenges and opportunities impacting teaching and learning science,” Sacrament California, 2010.
M. Osokoya, “Teaching Methodology in Basic Science and Technology Classes in South-west Nigeria,” Asian Journal of Education and e-Learning, vol. 1, no. 4, pp. 206 – 214, 2013.
J. Xia, J. “Teaching for student learning: Exploration of teaching strategies based on protocol-guided learning.” Science Insights Education Frontiers, vol. 5, no. 1, pp. 451-467. 2020, doi: 10.15354/sief.20.ar011
P. Sanchita, “What is lecture method of teaching?”, 2025
I. Ugwu, A. Jatau, and S. K. Gwamna, “Impact of lecture method on performance and retention in Basic Science among Junior secondary schools’ students in Katsina education zone, Katsina State, Nigeria,” International Journal of Multidisciplinary and Current Educational Research, vol. 2, no. 6, pp. 76 – 83, 2020
K. J. Olaseinde, and R. A. Olatoye, “A comparative study f public and private junior secondary school students’ Basic Science achievement in Katsina State, Nigeria,” Journal of Education and Social Research, vol. 8, no. 3, pp. 203 – 207, 2017.
A. Abdi, “The effect of inquiry-based and laboratory methods on students’ academic achievement in science course,” Universal Journal of Educational Research, vol. 2, no. 1, pp. 37 – 41, 2014.
O. J. Ahmad, and R. A. Aduarimah, “Demonstration method and its implications on students’ academic achievement in Nigeria,” International Journal of Psychology and Counselling, vol. 5 no. 7, pp. 133 – 151, 2017
G. K. Kamarudeen, “Teaching methods and academic achievement of student in private secondary schools in Osun State,” Journal of Humanities and Social Sciences, vol. 8, no 3, pp. 126 – 139, 2019
O. O. Akinsanya, K. O. Ajayi, and M. O. Salomi, “Relative effects of demonstration method, qualification and academic motivation of wards on students’ achievement in junior secondary school Basic science in Ibarapa Local Government Area of Oyo State, Nigeria.” International Journal of Education and Practice, vol. 8, no. 7, pp. 99 – 105, 2017
P. Richard, “Why is note-taking important?,” 2024
H. Paul, “The power of note-taking: 15 reasons why note-taking is important”, 2023.
I. I. Salame, M. Tuba, and M. Najhat, “Note-taking and its impact on learning, academic performance, and memory,” International Journal of Instruction, vol. 17 no. 3, pp. 599 – 616, 2024.
D. Voyer, S. Ronis, and N. Byers, “The effect of notetaking method on academic performance: A systematic review and meta-analysis,” Contemporary Educational Psychology, vol. 68, no. 3, 102 – 125, 2021.
C. F. Mbachu, “Science and technological education curriculum in Nigerian schools for enhancement of a knowledge-based economy: reforms and challenges,” Niger Delta Research Journal, vol. 1 nos.1 & 2, pp. 158 – 170, 2018.
G. Niklas, H. Per, and W. Johan, “A systematic review of research on laboratory work in secondary school,” Studies in Science Education, vol. 59, no. 3, pp. 245 – 285, 2022.
I. Abrahams, and M. J. Reiss, “Practical work: Its effectiveness in primary and secondary schools in England,” Journal of Research in Science Teaching, vol. 49, no. 8, pp. 1035 – 1055, 2012, doi: 10.1002/tea.21036
O. D. Uzomz, and G. N. Amadi, “Differential effects of project based group discussion and self-regulated learning techniques on students’ achievement in Biology,” International Journal of Education Learning and Development, vol. 5, no. 4, pp. 96 – 108, 2018.
C. Ishaku, “Effect of problem-solving and discussion teaching methods on students’ achievement in genetics.” 2019, Unpublished M.Ed dissertation. Department of Science Education, Faculty of Education, University of Nigeria, Nsukka.
B. C. Cleopas, and P. C. Igbojinwaekwu, “Demonstration and discussion teaching methods in the enhancement of academic achievement of students in Senior Secondary Biology in Yenagoa and Ogbia Local Government Areas, Bayelsa State,” ARCN International Journal of Advance and Educational Research, vol. 14, no. 9, pp. 1 – 12, 2023.
B. V. Aremu, and O. V. Adeoluwa, “Assessing students’ learning attitude and academic performance through m-learning during the COVID-19 pandemic,” Canadian Journal of Learning and Texhnology, vol. 47 no. 3, pp. 1-21, 2021.
F. Zaid,. “Exploring English teachers’ teaching strategies and their impacts on students’ motivation,” 2019.
N. Manjunatha, “Descriptive research, Journal of Emerging Technologies and Innovative Research, vol. 6, no. 6, pp. 863 – 867, 2019.
L. S. Tudor, “The specific of using educational strategies in teaching and learning psycho-pedagogical disciplines from preschool and primary pedagogy specialization,” Procedia - Social and Behavioral Sciences, vol. 180, pp. 709-714, 2015.
Copyright (c) 2025 Olugbenga Timothy Ajadi, Adesoji Emmanuel Ayanlowo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
