Analysis of Students’ SSCE Achievement Score in Biology: Modeling Gender for Effective Curriculum Implementation

¹ I. F Okoro,
 ² J. N Onyeka,
³ L. I Anyiam,
 ⁴ M. O Ngumah,
⁵A. O Dara

^{125Department of Educational Psychology,  Alvan Ikoku Federal Universty of Education, Nigeria
3}Department of Edu. Curr. and Instruction, , Alvan Ikoku Federal Universty of Education, Nigeria
⁴Department of Educational Biology, , Alvan Ikoku Federal Universty of Education, Nigeria

Abstract

The study adopted mixed method approach. The study population consisted of all SS 3 students who were prepared to sit for SSCE Biology in the 2023/2024 academic year in Owerri Municipal. A total sample size of 163 students was used.  Adapted 2023 SSCE (WAEC) Biology Achievement Test (BAT) and Biology Teachers Curriculum Implementation strategy questionnaire were used for data collection. A reliability index of 0.72 and 0.84 were obtained using Kendal coefficient of concordance and Kudder-Richardson formula for the essay and multiple-choice questions respectively. Cronbach’s alpha index of 0.77 was obtained for the 25 items Biology Teachers’ Curriculum Implementation Strategies Questionnaire (BTCISQ).  Data obtained were analysed using mean and standard deviation, Pearson product moment correlation coefficient, t-test and linear regression. The result: shown a mean difference in the academic achievement of male and female students in SSCE Biology. Biology teacher’s curriculum implementation strategies contribute to students’ academic achievements in both male and female students. Amongst the researchers other recommended that Biology teachers should be given training on professional development programs for effective curriculum implementation strategies to further enhance male and female students’ academic achievement in Biology.

Keywords: Gender, SSCE, Biology, Curriculum Implementation

Analysis-of-Students-SSCE-Achievement-Score-in-Biology-Modeling-Gender-for-Effective-Curriculum-Implementation