Effects of Simulation, Field-Trip and Expository Strategies on Basic Science Students’Achievement and Retention taught the Concept of Pollution, in Owerri

Abstract

This study investigated the effects of Simulation, Field-Trip and Expository Strategies on
Achievement and Retention of Basic Science students taught Pollution, in Owerri Imo State.
Two research questions and two hypotheses guided this study. Quasi- experimental of nonequivalent control group design was used. Population was 3000 JSS1 students in 2020/2021
academic year. Random Sampling was used to select nine schools out of 15 Co-education
schools that met the criteria for this study. Sample was 450 students drawn from nine schools
of one intact class each. Instrument entitled Basic Science Achievement Test on Pollution was
validated. Reliability obtained was 0.65 using Kuder-Richardson (KR-21) formular. Research
questions were answered using Mean and Standard Deviation. Hypotheses were tested using
Analysis of Covariance, at 0.05 probability level. Findings showed that, students taught using
Field-Trip strategy have the highest mean achievement and retention scores. There was no
significant difference among the mean retention scores of Basic Science students taught the
concepts of Pollution using Simulation, Field- Trip and Expository strategies. It was
recommended that Field-Trip and Simulation strategies should be used to teach the concept of
Pollution.