Effect of the System Approach on Academic Achievement in Basic Science Among Junior Secondary School Students in the Federal Capital Territory, Nigeria
DOI:
https://doi.org/10.63561/jabs.v3i1.1178Keywords:
System Approach, Teaching Approach, Academic Achievement, FCT, AbujaAbstract
This study investigated the effects of system approach on academic achievement of Basic Science students in junior secondary schools in the Federal Capital Territory, Abuja, Nigeria. The research design adopted was quasi experimental pretest posttest non-equivalent control group; the study was carried out in two randomly selected co-educational secondary schools in the Federal Capital Territory, Abuja. A sample size of 384 Basic Science students was used. The instruments for data collection were Basic Science Achievement Test (BSAT). Descriptive statistics were used to answer the research questions while ANCOVA was used to test the null hypotheses. The results of the analysis showed that there was a significant difference between the mean achievement scores of experimental and control groups and there was no significant difference between the mean achievement scores of male and female students in the experimental group. Based on the findings of the study, it was concluded that system approach if employed by Basic Science teachers and properly handled, will make Basic Science teachers’ lesson interesting, motivate learners to learn and lead to higher academic achievement of Basic Science students and it is also gender friendly. It was therefore recommended among others that there is need for Basic Science teachers in the Federal Capital Territory to always employ system approach in the process of teaching and learning since the approach was found to impact positively on the academic achievement of Basic Science students.
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