Effect of Diagnostic Remedial Teaching Strategy on Students’ Achievement in Biology

Authors

  • Sam Oluseyi Oyekan Department of Special Education and Curriculum Studies Adeyemi College of Education, Ondo, Ondo State, Nigeria.

Abstract

The study investigated the effect of diagnostic remedial teaching strategy on students’ achievement in Biology. The purpose of the study was to diagnose and remedy identified students’ weaknesses in Biology by comparing their performances in Conventional Teaching Method (CTM) and Diagnostic Remedial Teaching (DRT) strategy. A sample of 12 teachers and 427 randomly selected SS2 students was drawn from three secondary schools in each of the four selected Local Government Areas in Osun and Oyo States of Nigeria. A pretest-posttest control group design with the students randomly assigned into experimental, conventional teaching and control groups was utilized for the study. Two instruments titled Error Patterns Among Biology Students (EPABS), and Test of Achievement in Biology (TAB) were developed, validated and used for data collection. The findings of this study largely showed that the use of DRT is more effective in improving the students’ achievement and retention than the CTM in Biology classroom practices. Hence, the diagnosis, knowledge and correction of identified students’ weaknesses can strengthen Biology teachers with necessary teaching competence, behaviour and innovation required to rescue the students from learning difficulties.

DOI: 10.5901/jesr.2013.v3n7p282

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Published

2013-09-30

How to Cite

Oyekan, S. O. (2013). Effect of Diagnostic Remedial Teaching Strategy on Students’ Achievement in Biology. Journal of Educational and Social Research, 3(7), 282. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/961