Science Text Cards, Crossword Puzzles on Students’ Academic Retention in Biology in South-South Region, Akwa Ibom State, Nigeria

Abstract

The study investigated the effects of science text cards, crossword puzzle on students’ academic retention in Biology in south-south region of Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. Quasi experimental research design was adopted and the study was conducted in south-south region of Akwa Ibom State. The Population of the study consisted of all the 1423 Senior Secondary Two (SSII) Biology students in the six public secondary schools in south-south region of Akwa Ibom State, Nigeria during the 2024/2025 academic session. The sample size for the study was One Hundred and Fifty (150) Senior Secondary Two (SS2) Biology students selected from their intact classes. Criterion and simple random sampling technique was used for the selection of schools for the study. Genetics Retention Test (GRT) was used as instrument for data collection. The instruments was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed a reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the result findings of the analyses carried out, it was concluded that there was a significant difference in students’ academic retention when taught the concept of genetics based on science text cards, and crossword puzzles as students in the experimental groups retained better than their control group counterparts in Biology. Within the experimental groups, those taught with science text cards retained better followed by crossword puzzles; male and female students in the experimental groups retained better than their counterparts in the control groups. Within the experimental groups, the female students retained slightly better than their male counterparts; the interaction effect between treatments and gender given, affect significantly the retention of the students in the concept of genetics in Biology. Based on the findings, it was recommended, among other, that educational authorities should consider incorporating the use of science text cards and crossword puzzles into the curriculum for Biology. This can help standardize effective instructional practices across schools.