Article Citation: Suleiman Sa’adu Matazu (2024). Impact of Anchored Instructional Model on the Academic Performance of Biology Secondary School Students in Sokoto State. DEGEL: The Journal of the Faculty of Arts and Islamic Studies, Vol. 21, No. 1. ISSN 0794-9316
IMPACT
OF ANCHORED INSTRUCTIONAL MODEL ON THE ACADEMIC
PERFORMANCE OF BIOLOGY SECONDARY SCHOOL STUDENTS IN SOKOTO STATE
By
Suleiman
Sa’adu Matazu
Abstract
The study
examined the effect of Anchored Instruction on the academic performance of
secondary school Biology students in Sokoto State, Nigeria. A
quasi-experimental research design was adopted, employing a pre-test and
post-test non-randomized control group format. Intact classes were used, and
participants were assigned to either the experimental group, which received
instruction through the Anchored Instruction model, or the control group, which
was taught using conventional teaching methods. The study was guided by two
research objectives, two research questions, and two null hypotheses. Data were
collected using the Biology Performance Test (BPT), an instrument validated by
experts from the Faculty of Education and Extension Services at Usmanu Danfodiyo
University, Sokoto, as well as experienced secondary school Biology teachers.
The reliability of the instrument was determined using the test-retest method,
yielding a reliability coefficient of 0.81. The population of the study
comprised 16,342 Senior Secondary II (SSII) students across six educational
zones in Sokoto State. A sample of 622 SSII students was selected for the
study, including 324 males and 298 females. Findings revealed that students
taught using Anchored Instruction significantly outperformed those taught using
conventional methods. Furthermore, both male and female students exposed to
Anchored Instruction demonstrated significantly higher performance, indicating
the gender-inclusive effectiveness of the method. Based on these findings, it
is recommended that Biology teachers receive training in the use of Anchored
Instruction, as it has been shown to be more effective than traditional
teaching methods.
Keywords: Anchored Instruction,
biology and academic performance
Introduction
Education is a
fundamental sector and serves as the backbone for the sustainable development
of any nation. The classification of countries into developed, developing, and
underdeveloped is largely based on their levels of advancement in science,
technology, and mathematics (Matazu & Ismail, 2023). As a critical
investment in human capital development, education plays a pivotal role in
enhancing productivity and fostering economic growth at both micro and macro
levels. This underscores the consistent attention given to the state of education
in Nigeria as a matter of national concern. However, despite its acknowledged
importance, the quality of education in Nigeria has continued to decline across
all levels, with adverse implications for the nation’s progress in science and
technology. Indeed, no nation can surpass the quality of its education system.
Science and
technology are integral to the socio-economic development of any country.
Biology, as a core science subject at the secondary school level, plays a
significant role in preparing students for further scientific pursuits in
tertiary institutions. Several empirical studies, including those of Amir and
Sarac (2020), Kelvin (2021), Mohammed (2020), Zanny (2023), Ibrahim (2019),
Danladi (2023), and Amed and Shaheen (2022), have been conducted with the
objective of improving the teaching and learning of Biology at the secondary
school level.
Stakeholders
across the educational sector have continued to express concern over the
persistently low academic achievement in relation to the attainment of
educational objectives (Danladi, 2023). Researchers in the field of Science
Education, such as Matazu and Ismail (2023) and Danladi (2023), have identified
this downward trend and are actively investigating its root causes in an effort
to propose effective interventions. Content analysis findings by Tom, Coetzee,
and Heyns (2022) highlight a range of factors affecting students' academic
performance in Biology. These include the complexity of Biology content,
teacher characteristics, pedagogical strategies, availability of instructional
resources, teaching methods, and assessment practices in the subject.
The
conventional methods of instruction, which are predominantly teacher-centered,
have been employed consistently over the years but are now yielding
increasingly unsatisfactory outcomes when compared with modern and innovative
teaching approaches (Jackson, 2022). The shortcomings inherent in these
traditional methods, such as passive learning, limited student engagement, and
reduced critical thinking, pose significant challenges to effective teaching
and learning, particularly at the secondary school level. In response to these
limitations, Idris (2023) emphasized the need to transition from conventional
instructional practices to more student-centered, engaging, and interactive
pedagogical approaches.
Anchored
Instruction represents one such innovative, technology-driven teaching model
that aligns with the current digital age where technology is central to nearly
all aspects of life. Rooted in the paradigm of social constructionism, Anchored
Instruction is a form of situated learning that emphasizes problem-solving and
critical thinking within a meaningful, integrated context. Learning in this
model is contextualized, allowing students to assume realistic roles that
promote active engagement and deeper understanding, especially in science and
related disciplines (Kelechi, 2020).
Instruction
under this model is structured around an “anchor”, often a narrative, scenario,
or adventure, culminating in a problem that students must solve. The concept of
“anchoring” refers to the linkage established between academic content and
authentic, real-world contexts. These anchors are designed to embed all the
necessary information, data, clues, and guidance, required for problem
resolution, thereby fostering autonomous exploration and knowledge
construction. Although similar to problem-based learning (PBL), Anchored
Instruction is distinguished by its open-ended nature and emphasis on
multimedia and interactive learning tools.
Developed by
the Cognition and Technology Group at Vanderbilt (CTGV) in 1990, Anchored
Instruction utilizes technologically enriched materials such as videos,
simulations, and real-life cases to facilitate learning. As an application of
the constructivist approach, it advocates for organizing learning activities
around authentic problems or stories that serve as anchors. The model’s
integration of technology and contextualized content has demonstrated its
capacity to significantly enhance students’ academic performance and engagement
in science education.
Anchored
instruction is an attempt to help students become more actively engaged in the
process of teaching and learning by situating or anchoring instruction around a
realistic technology-based presentation. Anchored instruction anchors or
situates instruction that provide the students with relevant details to help
solve problems at hand (Barab, 2020 in Danladi 2023). According to Lonny
(2022), Cena and Mitchell (2021), the primary goal of anchored instruction is
to solve the inert knowledge problem by permitting students and teachers to
comprehend not only the problems and opportunities that experts encounter in
different areas but also how experts use knowledge as a tool. Video based
anchored instruction provides background knowledge about the problem and
creates a shared learning experience for the students with the view to solve
problem and brings about meaningful learning. Bottage (2019) revealed that
video based anchored instruction are typically shown in a short video usually 8
to12 minutes, which students explore interactively and construct knowledge from
the instruction. Video programme results in superior memory because information
is dual-coded as both verbal and non-verbal representation. Also, Bottage
(2019) opined that all these elements of video programme are necessary tools
that will assist the teacher in teaching the skill requirements of students’
work which will consequently improve their academic performance.
Several
researches were carried out on the effects of anchored instruction some of
which are; Adepoju, Shina, Elis and Seracus (2022) who examined the effects of
video-based multimedia instruction on secondary school students' performance in
biology in Nigeria. Three hundred (300) students (150 boys and 150 girls) were
randomly selected from four secondary schools assigned either into one of three
experimental groups. The results revealed that there was no statistically
significant difference among the experimental groups. Generally, students under
multimedia instruction performed better than their colleagues in the
conventional teaching method.
In
another study Bello (2019) investigated the effects of anchored instruction on
senior secondary school performance in biology. The findings of the study
revealed the presence of significant effects of anchored instruction on
secondary school students’ performance in biology but no significant effect was
observed in terms of gender. It was recommended that biology teachers should
use anchored instruction during their lessons to improve students’ performance.
Terry and Tabby (2020) conducted a study where three methods of teaching were
compared. Anchored videotapes, cooperative and videotapes. Seventy-two (72)
students were involved in this study, and each method was taught by different
instructors. The results of this study highlighted there were no significant
differences among these three teaching methods with respect to students' scores
in the tests. In another study, Kris and Mike (2019) investigated the extent in
which lecture anchored instruction affect the students’ performance and
retention. Twenty-five (25) students were randomly selected to participate in
this study. The conclusion of this study reported that there was a significant
difference existing between the lecture and anchored instructional approaches
on the students' examination. Students taught biology using anchored
instruction outperformed those taught using lecture method though.
Research on the
influence of gender on students’ academic performance has produced inconclusive
and often contradictory findings. While some studies report significant
gender-based differences in student performance, others suggest that gender has
no measurable impact on academic outcomes. Several studies have established
that gender interacts with learning processes and may influence academic
achievement. For instance, Patrick (2021) conducted a study on gender
differences in biology performance among secondary school students in Kumasi,
Ghana. The study, which involved 386 students from 23 public secondary schools,
revealed that gender was significantly associated with performance in biology,
with male students outperforming their female counterparts. This finding
implies that instructional models such as Anchored Instruction may exhibit
gender sensitivity.
Conversely,
Ugin (2022) investigated the effect of gender and Anchored Instruction on the
academic performance of 200 senior secondary school biology students drawn from
two secondary schools in Uyo, Akwa Ibom State. The findings revealed no
statistically significant effect of gender on students’ biology performance.
This outcome suggests that Anchored Instruction may be gender-neutral in its
application and effectiveness. The disparity in these findings underscores a
persistent inconsistency in the literature regarding the role of gender in
academic achievement, particularly in the context of biology education.
It is against
this backdrop of conflicting evidence that the present study was undertaken to
examine the impact of Anchored Instruction on the academic performance of
secondary school students in biology in Sokoto State, Nigeria. By doing so, the
study aims to contribute to a clearer understanding of the role gender plays in
relation to Anchored Instruction and academic achievement in biology.
Theoretical
Basis
This study is
primarily based on the behavioral learning theory proposed by Watson, which
focuses on the factors that motivate and trigger learning, such as photographs,
stories, and designs. The theoretical foundation of the anchored instructional
strategy, upon which this study is grounded, was articulated by Andrew (1993).
He argued that since anchored instruction incorporates engaging stories,
complex reasoning, problem-solving, and collaboration to make learning more
engaging and authentic, the behavioral learning theory is more suitable.
Anchors typically enable students to adjust their behavior, either partially or
fully, allowing them to actively apply knowledge to real-world scenarios,
thereby ensuring that the knowledge acquired is meaningful.
Statement of
the Problem
The WAEC Chief
Examiners' Reports (2018, 2019, 2020, 2021, and 2022) consistently highlight
the need for students to improve their understanding and application of
biology, particularly in relation to genetics concepts, principles, laws, and
theories. Despite the emphasis on the importance of various teaching methods
and facilities in the science process, there remains a high rate of failure in
biology (WAEC Chief Examiners' Reports, 2022). Several factors have been
identified as contributing to the persistent issue of low academic performance
in biology. These factors include the use of inappropriate and ineffective
teaching methodologies, students' lack of interest, inadequate or lack of
instructional materials, large class sizes, insufficiently trained teachers,
over-reliance on the conventional lecture method, and an overloaded curriculum,
among others (Matazu & Ismail, 2023). This study aims to focus on
instructional pedagogies to determine whether they have a significant impact on
the academic performance of biology students. In light of the above issues,
this study seeks to investigate the effect of anchored instruction on the
academic performance of secondary school biology students in Sokoto State.
Objectives
of the Study
The following
objectives guided this study thus;
1. Determine
the effect of anchored instruction and conventional method on Sokoto state
secondary school students’ academic performance in biology.
2. Investigate
the difference in the performance between male and female Sokoto state
secondary school students taught biology using anchored instruction.
Research
Questions
The following
research questions guided the study:
1. What
is the effect of anchored instruction and conventional method on Sokoto state
secondary school students’ academic performance in biology?
2. What
is the difference in the performance of male and female Sokoto state secondary
school students taught biology using anchored instruction?
Null
Hypotheses
The following
null hypotheses were formulated to be tested in the study at 0.05 level of
significance.
Ho1: There is no significant
difference in the performance of Sokoto state secondary school students taught
biology using anchored instruction and those taught using conventional method.
Ho2: There is no significant
difference in the performance between male and female Sokoto state secondary
school students taught biology using anchored instructional
Research
Methodology
The study
employed a quasi-experimental research design using a pre-test and post-test
non-randomized pattern. Intact classes were utilized, and the subjects were
divided into experimental and control groups. The experimental group was
exposed to anchored instruction, while the control group was taught using the
conventional method. The population consisted of 16,342 SSII students drawn
from six educational zones in Sokoto State. A total of 622 SSII students from
the 2022/2023 academic session participated in the study, including 324 male
and 298 female students. The SSII students were selected for the study because
they were familiar with the school environment and were not preparing for
external examinations, making them the most suitable participants as they had
stabilized within their schools.
Instrumentation
The instrument
used for data collection was the Biology Performance Test (BPT), which
consisted of 30 items designed by the researcher in accordance with the SSII
biology curriculum. The instrument was validated by experts from the Faculty of
Education and Extension Services at Usmanu Danfodiyo University Sokoto, as well
as by experienced secondary school biology teachers. The reliability of the
instrument was established using the test-retest method, with an interval of
three weeks between the first and second administrations. The result of the
reliability test yielded a coefficient index of 0.81, indicating that the
instrument was reliable and, therefore, suitable for the study. The anchored
instructional teaching package was used to teach the experimental group, while
the conventional lecture method was employed for the control group.
Method of
Data Collection
While
descriptive statistics was used in answering the research questions, t-test
statistics was used to test the null hypotheses and the result is presented as
below;
Answering
Research Questions and Testing the Hypotheses
Research
question 1: What is the effect of anchored instruction and conventional method
on Sokoto state secondary school students’ academic performance in biology?
Table 1:
Mean and Standard Deviation of Academic Performance scores of students in
Experimental and Control Groups
|
Groups |
N |
Mean |
Standard Deviation |
Mean Difference |
|
Experimental Group |
324 |
49.36 |
7.07 |
|
|
|
|
|
|
10.83 |
|
Control Group |
298 |
38.53 |
8.64 |
|
Source: Field
work 2023
Table 1 shows
that students in the experimental group, who were taught biology using the
anchored instructional strategy, had a mean performance score of 49.36 with a
standard deviation of 7.07. In contrast, those taught using the conventional
teaching method had a mean performance score of 38.53 with a standard deviation
of 8.64. The difference between the mean performance scores of students taught
using the anchored instructional strategy and those taught with the
conventional method is 10.83. This suggests that there is a significant
difference in the post-test mean scores between the experimental and control
groups, with the students taught using the anchored instructional strategy
performing better.
Research
Question 2:
What is the difference in the performance of male and female Sokoto state
secondary school students taught biology using anchored instruction?
Table 2:
Mean and Standard Deviation of Academic Performance of male and female Students
in Experimental Group
|
Experimental Group |
N |
Mean |
Standard Deviation |
Mean Difference |
|
Male |
166 |
15.66 |
5.59 |
|
|
|
|
|
|
0.57 |
|
Female |
158 |
16.23 |
5.64 |
|
Source: Field
work 2023
Table 2 shows
that male students taught biology using the anchored instructional strategy had
a mean performance score of 15.66 with a standard deviation of 5.59, while
female students taught biology using the same strategy had a mean performance
score of 16.23 with a standard deviation of 5.64. The difference between the
mean academic performance scores of male and female students taught biology
using the anchored instructional strategy is 0.57. Hypotheses testing
Ho1: There is no significant
difference in the performance of Sokoto state secondary school students taught
biology using anchored instruction and those taught using conventional method.
Table 3:
Impact of Anchored Instruction and Conventional Method on Performance
of Students in Biology
Method N Mean df t-value P-value Decision
Anchored instruction 324 49.36
620 15.83 .000 Rejected
Conventional Method 298 38.53
Researchers
field Work (2023)
Table 3
summarizes the t-test results on the academic performance of students taught
biology using the anchored instructional strategy and those taught using the
conventional method. The results revealed a significant difference between the
scores of the experimental group (M = 49.36), taught with anchored instruction,
and the control group (M = 38.53), taught with the conventional method, with a
p-value of 0.000, which is less than the 0.05 level of significance. This
implies that the null hypothesis is rejected. Therefore, the results indicate
that there was a significant difference in the performance of students taught
biology using the anchored instructional model, compared to those taught using
the conventional method, in favor of the experimental group.
Ho2: There is no significant
difference in the performance between male and female Sokoto state secondary
school students taught biology using anchored instruction.
Table 4: t-test analysis of difference in the performance
abilities of male and female Students taught biology using anchored instruction
Gender N Mean df t-value P-value Decision
Male 166 15.66
322 15.83 0.20 Retained
Female 158 16.23
Researchers
field Work (2023)
Table 4
presents the results of a t-test analysis conducted to determine the difference
in the academic performance of male and female students taught biology using
the anchored instructional strategy. The results indicated that there was no
significant difference in the academic performance of male (M = 15.66) and
female (M = 16.23) students taught biology using anchored instruction. The
p-value of 0.20, which is greater than the significance level of 0.05, implies
that there was no significant difference in the academic performance of male
and female students taught biology using the anchored instructional model. The
implication of this finding is that the anchored instructional model is
gender-neutral. This means that, regardless of gender, the anchored
instructional model has the potential to significantly improve academic
performance, particularly in the context of learning biology.
Summary of
Major Findings
From the
analysis of data, the study revealed the following findings;
1. Students
taught biology using anchored instruction model, academically performed
significantly higher than students taught biology using conventional method
2. That
male and female students that were exposed to biology concepts using anchored
instruction model performed significantly well. This implies that anchored
instructional model is gender friendly and capable of improving performance
irrespective of gender.
Discussions
of Findings
This study
investigated the impact of the anchored instructional model on the academic
performance of secondary school biology students in Sokoto State, Nigeria. The
results of hypothesis one revealed that the mean score of students taught
biology using the anchored instructional model was significantly higher than
those taught with the conventional method. Moreover, the p-value of 0.000,
which is less than the 0.05 level of significance, indicates that the null
hypothesis is rejected. Therefore, these findings suggest a significant
difference in the performance of students taught biology using the anchored
instructional model compared to those taught using the conventional method,
with the experimental group performing better. The experimental treatments accounted
for 41.9% of the observed variance in the dependent variable.
These findings
align with the results of Adepoju, Shina, Elis, and Seracus (2022), who
reported that students in multimedia instruction performed better than their
counterparts in conventional teaching. Similarly, the findings of this study
are consistent with those of Bello (2019), who investigated the effects of
anchored instruction on senior secondary school students’ performance in
biology. Bello's study also found significant effects of anchored instruction
on student performance, recommending its adoption by biology teachers to
enhance student outcomes.
The results
also align with the findings of Terry and Tabby (2020), who compared three
teaching methods: anchored videotapes, cooperative learning, and traditional
videotapes. The study, involving 72 students, showed no significant differences
among the three teaching methods concerning students' scores and gender.
Additionally, Kris and Mike (2019) reported similar results, noting that
anchored instruction positively impacted student performance and retention.
Their study found significant differences between lecture-based and anchored
instructional approaches, with students taught using the latter outperforming
those taught with lectures.
Table 2
presents the results of a t-test analysis conducted to determine the difference
in academic performance between male and female students taught biology using
the anchored instructional model. The analysis revealed no significant
difference in the performance of male students, as indicated by a p-value of
0.20, which is greater than the significance level of 0.05. Consequently, the
hypothesis stating that there is no significant difference in the performance
between male and female students taught biology using the anchored
instructional model is retained.
The findings of
this study contradict those of Patrick (2021), who investigated gender
differences in biology performance among secondary school students in Ghana. In
his study, which involved 23 public secondary schools in Kumasi and about 386
students, it was found that gender was associated with biology achievement,
with boys performing better than girls.
The result of
this study, however, agrees with the findings of Ugin (2022), who conducted a
study on the effect of gender and anchored instruction on the academic
performance of students in biology. The study involved 200 senior secondary
biology students selected from two secondary schools in Uyo. The outcome of
Ugin's study showed that gender did not have any significant effect on the
academic performance of students in biology.
Conclusion
It can be
concluded from this study that the anchored instructional strategy improves
academic performance in biology. The findings indicate that students taught
biology using the anchored instructional model performed significantly better
than those taught using the conventional method. Additionally, both male and
female students exposed to biology concepts through the anchored instruction
model performed well. This suggests that the anchored instructional model is
gender-neutral and capable of enhancing performance, regardless of gender.
Recommendations
On the basis of
the findings emanating from this study, the following recommendations are put
forward;
1. It
is recommended that teachers should be trained in the use of anchored
instruction as instructional model in teaching biology because the study showed
that it is more effective than conventional method.
2. The
use of anchored instruction should be encouraged among male and female students
as a medium of learning through careful supervision.
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