International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Since Year 2012 | Open Access | Fully Refereed | Peer Reviewed

ISSN: 2319-7064




Downloads: 2

Doctoral Thesis | Biology | Nigeria | Volume 10 Issue 6, June 2021


Effect of 5 Step Constructivist-Based Instructional Model on Students? Retention in Biology

Amaefuna | A. I. [17]


Abstract: The study was carried out to investigate the effect of 5 step constructivist- based instructional model on student?s retention in biology in Anambra state. Three hundred and eighty-five students were sampled using multi-stage sampling technique. Two weeks after post-test, retention test was given. The study adopted aquasi-experimental research design. The control group was taught using conventional method while the experimental group was taught using constructivist-based model. Data was collected using biology achievement test (BAT). Mean and standard deviation were used to answer the research question while analysis of covariance (ANCOVA) was used to test the null hypothesis at .05 level of significance. Data obtained revealed that there is significant different in mean retention score in favour of those taught constructivist ? model, also male students gain higher than the female student. Based on the findings, recommendations were made among which is that teachers should apply constructivist-based steps when teaching abstract or difficult concepts because it will help students to construct their knowledge independently, and in gender friendly.


Keywords: Achievement, constructivist, model, retention


Edition: Volume 10 Issue 6, June 2021,


Pages: 951 - 954

Effect of 5 Step Constructivist-Based Instructional Model on Students? Retention in Biology


How to Cite this Article?

Amaefuna, A. I., "Effect of 5 Step Constructivist-Based Instructional Model on Students? Retention in Biology", International Journal of Science and Research (IJSR), https://www.ijsr.net/get_abstract.php?paper_id=SR21513133535, Volume 10 Issue 6, June 2021, 951 - 954, #ijsrnet

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