Intelligent Tutoring Instructional Strategy and Its Effects on Academic Achievement in Biology among Secondary School Students in Niger State, Nigeria
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1219Keywords:
Biology, Academic Achievement, Intelligent Tutoring System, Instructional Strategy, GenderAbstract
The purpose of the study was to examine the effect of the Intelligent Tutoring Instructional Strategy on the academic achievement of secondary school students in Biology in Suleja Local Government Area of Niger State, Nigeria. A quasi-experimental pretest-posttest non-equivalent control group design was used for the study. The population of the study comprised 2,866 Senior Secondary School II students studying Biology. A sample of 120 students, comprising 68 males and 52 females, was selected for the study. The data collection instrument was a 25-item Biology Achievement Test (BAT), which was developed by the researchers. The test was validated by science education experts. A pilot test was carried out on 30 students outside the sample of the study. The reliability coefficient of the test was found to be 0.88 using the Kuder-Richardson 20 reliability test. The results of the study showed that students taught with the Intelligent Tutoring Instructional Strategy recorded higher academic achievement compared to students taught with the conventional lecture method. The results showed that the mean academic achievement of students taught with the Intelligent Tutoring Instructional Strategy was 8.80 compared to 3.45 recorded by students taught with the conventional method. The results of the study also showed that there was no significant gender difference among students taught with the Intelligent Tutoring Instructional Strategy.
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