IMPACT OF KNOWLEDGE REFORMULATION AND EXPOSITORY TEACHING STYLES ON STUDENTS’ ACCOMPLISHMENT AND RETENTION IN MINNA METROPOLIS, NIGER STATE

Abstract

This study investigated The Impact of Knowledge Reformulation and Expository Teaching Styles on Student Accomplishment and Retention in Minna Metropolitan. The Quasi – Experimental Research Design methodology was employed in this project because of its ability to help the researcher determine the extent of the improvement between the test groups and the control groups. Out of the 168,771 Senior Secondary School Students in Niger State, all 6,625 students at Minna's Senior Secondary School were participants in this study. Students studying Biology in Senior Secondary School II (SSII) in Minna, Niger State, made up the study's sample. One hundred and twenty (120) Students were captured for the study in the intact classes of the selected Schools. From the Schools in the Minna metropolitan, the Experimental group and the Control group were chosen using a simple random sampling procedure. The BRAT achievement test was administered as instrument for data collection to students as pretest, post-test and retention test. Data collected were analyzed using Mean and Standard Deviation to answer the research questions while T – test statistics to analyze Pre-test scores, Post-test scores and Retention scores. The results indicated that Knowledge Reformulation and Expository Teaching Styles strategy improved students’ retention in Biology when compared to the traditional teaching method they were exposed to. It was therefore recommended that since the use of Biology Retention Achievement Test enhances achievement and retention in teaching biology subject, teachers should be encouraged to use it as a teaching strategy in the classroom.