NEBECHI,, CHIZURUM JENNIFER (2025) INFLUENCE OF INNOVATIVE TEACHING METHODS ON BIOLOGY STUDENTS PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE. Other thesis, GODFREY OKOYE UNIVERSITY, ENUGU.
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Abstract
This study investigated the influence of innovative teaching methods on the academic performance of Biology students in senior secondary schools within Enugu East Local Government Area, Enugu State, Nigeria. Guided by three research questions, the study focused on how innovative approaches, defined as nontraditional student-centered instructional strategies that actively engage learners through technology integration, real world application, and collaborative tasks, particularly collaborative learning and the flipped classroom model, affect students’ engagement, understanding, and academic achievement in Biology. Examples of these methods include peer group discussions, digital simulations, interactive videos, and prerecorded lectures watched at home followed by in class problem solving activities. It also examined the challenges teachers face when implementing these strategies. Adopting a descriptive survey design, the study sampled 450 SS2 Biology students from three secondary schools namely Community Secondary School Ugwuogo Nike, St. Patrick’s Secondary School Emene, and Girls Secondary School Abakpa Nike using a simple random sampling technique. Data were collected using a structured Likert type questionnaire and analyzed using mean and standard deviation with a 2.5 cut off mark. The instrument yielded a Cronbach Alpha coefficient of 0.75, indicating acceptable internal consistency. Findings revealed that collaborative learning significantly boosts student engagement while the flipped classroom approach moderately enhances academic performance especially when supported by digital tools. However, the implementation of innovative methods is hindered by infrastructural limitations, lack of teacher training, and time constraints. The study concludes that while innovative methods improve learning outcomes, their effectiveness depends on systemic support, teacher preparedness, and equitable access to resources. It recommends increased investment in teacher training, digital infrastructure, and curriculum reform to institutionalize student centered instructional strategies.
| Item Type: | Thesis (Other) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education |
| Depositing User: | Uchenna Eneogwe |
| Date Deposited: | 02 Jun 2026 11:07 |
| Last Modified: | 02 Jun 2026 11:07 |
| URI: | http://eprints.gouni.edu.ng/id/eprint/5723 |
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