Effects of ASEI-Based Instructional Strategies on Basic Students’ Achievement in Drug Abuse Education in Federal Capital Territory Abuja
Keywords:
ASEI-Based Instructional Strategies, Achievement and Drug AbuseAbstract
This paper investigated effects of ASEI-Based Instructional Strategies on students’ achievement in drug abuse education. The study was conducted to determine the effects of Activity-Based Strategy on the Achievement of Students junior secondary school in Federal Capital Territory, Abuja. The study employed quasi-experimental design. Specifically, the study applied pre-test, post-test non- randomized, control group. The population of this study comprised of all JSS students in public Secondary Schools in Federal Capital Territory, Abuja. The sample size of the study was 120 (JSS II) Basic science students were selected using simple random sampling and purposive sampling procedure. The instruments used for data collection were Basic science Basic science Achievement Test (BSAT) developed by the researcher. The instruments were validated by three experts in science education. The reliability index of the Basic science Achievement Test was pilot tested in the same school, and the reliability index was determined using Kuder-Richardson formula (Kr-21) which gave an index of 0.82. The data obtained from the study were analyzed using mean and standard deviation to answer the research questions while the hypotheses were tested at 0.05 level of significance using ANCOVA. The results revealed that students taught drug abuse education with ASEI Based instructional strategy had higher mean achievement scores than those taught using conventional method. It was therefore recommended among others that Basic science teachers should be encouraged to incorporate ASEI based instructional strategy of teaching since the method provides the opportunity of engaging students in learning activities and encourage their achievement towards drug abused education.
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