Musa Abdullahi

ABSTRACT

This study investigated the effects of 5e’slearning cycle on academic achievement in ecology concepts among secondary school students in Jigawa state, Nigeria. Quasi experimental research design was employed for the study on the population consisting of One thousand two hundred and seventy-five students (1,225) students offering Biology at the ten science secondary schools in the state. One hundred and sixty-nine SS II students drawn from 4 science secondary schools formed the sample of the study. Eighty-five (85) constituted the Experimental group and eighty-four (84) students formed the Control group. Multi stage Sampling Technique using simple random sampling was employed to select the intact classes used for this study. The instrument used for data collection was Biology Achievement Test (BAT) that were validated by four experts and pilot tested at Science Secondary School K/babba, using test-retest method a reliability coefficient of 0.83 was established using Pearson Product Moment Correlation coefficient (PPMC) statistics. Two research questions were answered using mean and standard deviation and Two hypotheses were tested and analyzed using Z-test at p<0.05 level of significance. The results revealed that Biology students in the Experimental group subjected to 5Es learning cycle achieved higher knowledge better than those in the Control group taught through Traditional lecture method, as there is significant different in the achievement level in favour of experimental group. Male biology students did not outperform their female counterparts; hence no significant gender difference was found. On the basis of the finding of this study, major recommendations were made some of which are: Biology teachers should employ 5E Learning Cycle Model that allows students to actively construct their own knowledge along with active participation in the class.

Keywords: 5Es learning Cycle Model, Academic Achievement, Ecology, Science.