Impact of Wait-Time Variations on Retention Ability and Gender Performance Among Low Achievers in Ecology at Senior Secondary Schools in Zaria
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The study investigated the Impact of Wait-time Variations on Variations on Retention Ability and Gender Performance among Low Achievers in Ecology at Senior Secondary Schools in Zaria. One objective, one research question, and one hypothesis guided the research. The hypothesis was tested at p≤0.05 level of significance. A quasi-Experimental design involving pretest, posttest, and post-posttest experimental control groups was used for the study. The population comprised all 2,138 senior secondary school Biology students in Zaria. A sample consisting of 168 students randomly selected from two coeducational schools in Zaria Education Zone was used for the study. The experimental group was taught Ecology concepts using Wait-time while the control group was exposed to lecture method. One validated instrument called the Ecology Performance Test (EPT) with r = 0.81 was used to collect data. The collected data were analysed using t-test statistic. The results of the study reveal that there is a significant difference when low achievers are exposed to extended wait-time and lecture teaching methods in favour of the experimental group, and this could be a result of the use of extended wait-time to teach the experimental group. Based on the findings, the researchers recommend that wait time variation be encouraged in secondary school ecology instruction because it significantly improves academic performance for both male and female students.
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