Article Details

This study determined the effect of sensory simulation teaching strategy on achievement among secondary school Biology students in genetics in Abuja. Quasi-experimental pretest, posttest experimental and control groups research design was adopted for the study. A sample of 174 SS II students comprising 82 males and 92 females in two intact classes from two secondary schools in Abuja were used for the study. One class was randomly assigned as the experimental group while the other class as the control group. The treatment lasted for four weeks, during which the experimental group was taught using Sensory Simulation Teaching Strategy. The control group was taught using conventional teaching method. The instrument used in the study was Genetics Achievement Test (GAT). The instrument was face validated by experts, pilot tested and the reliability index of the instrument was obtained for GAT and was found to be 0.89. The value was considered high enough for the study. Two research questions and two null hypotheses were formulated for this study. Means and standard deviations were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that Sensory Simulation Teaching Strategy has facilitative effect on achievement of biology students in genetics. Gender had no significant effect on achievement among biology students in genetics. Students taught using Sensory Simulation Teaching Strategy achieved higher than those taught using conventional teaching method. Recommendations were made which included Biology teachers should be encouraged to teach genetics using Sensory Simulation Teaching Strategy; by making resources and time available by curriculum planners and school administrators, this will further enhance students’ achievement in genetics. Seminars, conferences should be organized for biology teachers on the use of Sensory Simulation Teaching Strategy by professional bodies like STAN.