EFFECTS OF INDIVIDUALIZED INSTRUCTIONAL STRATEGY (IIS) ON THE ACHIEVEMENTOF STUDENTS IN BASIC SCIENCE AND TECHNOLOGY IN A COVID-19 PREVENTIVE CLASSROOM MANAGEMENT IN PLATEAU STATE

Abstract

This study investigated the impact of individualized instructional strategy on the achievement of students in Basic Science and Technology in a covid-19 preventive classroom management in Plateau State. Three research questions and two hypotheses were formulated to guide the study. Quasi experimental research design was employed. It is a commonly used experimental design because of its strength in controlling threats to internal validity. The sample consisted of 177 (89 males and 88 females) students drawn from 391 junior secondary schools through simple random sampling technique using hat and draw method. The instruments for collecting the data were Basic Science and Technology Achievement Test (BSTAT) with a reliability index of 0.86 and a questionnaire developed to check attitudes of students towards covid19 preventive guidelines during the study. Students in the experimental group were taught types of energy while the control groups were taught the same concepts using conventional lecture method. Research questions were answered using percentage, means and standard deviations and hypotheses were tested at 0.05 level of significance using analysis of covariance. The results revealed that Individualized Instructional Strategy (IIS) is superior to the conventional method in facilitating the achievement of students in Basic Science and Technology. It also revealed that the mean scores for females is higher than that of the males for the group taught with IIS. The results further revealed that students like observing covid-19 preventive guidelines as stipulated for safety. Based on the findings, it was recommended among others that the individualized instructional, strategy should be adopted in the teaching of basic science and technology in a COVID-19 preventive classroom management.