Effects of Field Trip and Expository Teaching Strategies on  Biology Students' Academic Performance in Secondary Schools in Ikot Ekpene Local Government Area, Akwa Ibom State, Nigeria.

Authors

  • LEMUEL EFFIONG UDOH University of Uyo, Uyo, Nigeria Author
  • Esther Akpan University of Uyo image/svg+xml Author

Keywords:

Field Trip, Expository, Biology, Genetics, Academic Performance, Education

Abstract

This study investigated the “Comparative Effects of Field Trip and Expository Teaching Strategies on the Academic Performance of Biology Students”. The area of the study was Ikot Ekpene Local Government Area. Quasi-experimental design was adopted for the study.  A sample size of 100 Senior Secondary Two (SS2) students from two secondary schools out of eight (8) public secondary schools were selected using criterion sample technique. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was Biology Achievement Test (BAT) on the concept of Genetics. The instrument was validated using Split Half Method, Pearson Product Moment Correlation, and Spearman Brown Formula, producing a reliability coefficient of 0.71, which confirmed that the instrument was reliable. Data was analyzed using mean, standard deviation and t-test statistics. The results showed that Biology students taught the concept of Genetics using field trip teaching strategy performed significantly better than their counterparts taught using expository teaching strategy. The results also showed no significant difference between male and female students taught Genetics in biology using field trip and expository teaching strategies. Based on these findings, it is recommended amongst others that that government and non-government organizations should provide training for Biology teachers on the effective use of field-trip teaching strategies to improve students’ retention and academic performance. .This will help to enhance students’ academic performance and retention irrespective of their learning abilities at Senior Secondary School level and beyond in Akwa Ibom State.

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Author Biography

  • Esther Akpan, University of Uyo

    Department of Science  Education, University of Uyo, Uyo, Nigeria. Graduate Assistant

References

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Published

2026-07-31

Issue

Vol. 6 No. 2 (2026): International Journal Of Teacher Education & Teaching July 2026

Section

Innovative School Experiments

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Copyright (c) 2026 International Journal Of Teacher Education & Teaching

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