Effect of Z-A Teaching Strategy on Academic Achievement of Students

Abstract

The effectiveness of Z-A teaching strategy on academic achievement of students in Biology was investigated in the study. The researchers adopted quasi experimental design. The samples of the study consisted of 126 SSII students from two intact classes. The classes were randomly assigned in zo experimental and control groups. The instrument used was Biology Achievement Test (BAT) which was validated by experts with strong reliability coefficient. Data were analyzed using mean standard deviation and t-test. The results revealed that there was significant difference between the achievement mean scores of students taught Biology using Z-A teaching strategy and those taught with conventional method, no gender difference detected in the achievement of the experimental group. It was concluded that Z-A teaching strategy improves achievement in Biology. The researchers recommended that teachers should be encouraged to employ the use of Z-A teaching strategy in teaching Biology in secondary schools .