Title:
EFFECTS OF SQ4R INSTRUCTIONAL STRATEGY AND LECTURE METHOD AND BIOLOGY STUDENTS’ ACHIEVEMENT IN DELTA NORTH SENATORIAL DISTRICT OF DELTA STATE

Authors:
Ekule Awele Tennyson and Agboro-Eravwoke Ochuko Urhievwejeire

Abstract:
The study aimed at determining the effects of SQ4R instructional strategy and lecture method and biology students’ achievement in Delta North Senatorial District of Delta State. The independent variables are the SQ4R instructional strategy and lecture method, the dependent variables are achievement and retention and the intervening variables is sex. Three research questions and three hypotheses were raised and formulated to guide the study. The study adopted a non-equivalent planned variation quasi-experimental design. The sample for the study comprised of Four hundred and thirty (430) senior secondary two (SSII) Biology students in Six (6) public co-educational secondary schools in Delta North Senatorial District of Delta State. The instrument for data collection is the Biology Achievement Test (BAT). The instrument was properly validated and reliability (r= 0.89) determined before it was used. Before the treatment, both group of students were pre-tested and after exposure to the two teaching methods, they were post-tested. Data collected were analyzed with descriptive statistics of mean and standard deviations, paired sample t-test, independent sample t-test, Analysis of variance and Analysis of CO-variance statistics. The findings of the includes: (i) There was significant difference in the achievement and retention of Biology students taught with SQ4R instructional strategy and lecture method in favour of the students taught with SQ4R instructional strategy (ii) There was a significant difference in the achievement of male and female students taught with SQ4R instructional strategy in favour of the females and a non-significant difference in the male and female students achievement taught with lecture method (iii) There was a significant interaction effects between methods and sex on achievement and (vii) There was a significant interaction effects between methods and sex on achievement. Based on these findings, it was concluded that SQ4R instructional strategy is more suitable for the teaching of Biology when compared with lecture method and it was concluded that faculty of Educations should include the strategy in their curriculum so that pre-service teachers can acquire the skills upon graduation.

Keywords:
SQ4R Instructional Strategy, Biology Students’ Achievement, Lecture Method, Students’ Retention, Gender Differences

DOI:
https://doi.org/10.37500/IJESSR.2026.9420

Date of Publication: 31-08-2026