Effects of the mercedes model with embedded assessment strategy, subject specialisation and gender on students' knowledge of selected biology contents
Date
2016
Authors
Oladipo, A.J.
Journal Title
Journal ISSN
Volume Title
Publisher
Asia-Pacific Collaborative education Journal
Abstract
This study investigated the effects of the Mercedes Model with Embedded Assessment Strategy,
subject specialisation and gender on students’ knowledge of selected biology concepts. A pretest
post-test control group quasi-experimental research design was adopted for the study. The
sample consisted of 666 Senior Secondary Class II biology students from six senior secondary
schools randomly selected from two purposively selected Education Districts (EDs) in Lagos State.
The two EDs were randomly assigned to treatment such that one was the experimental group and
the other the control group. Seven null hypotheses were formulated to guide the study. Also, five
instruments were used to generate data for the study, namely, the Mercedes Model with Embedded
Assessment Strategy in Diffusion (MEASID), Mercedes Model with Embedded Assessment Strategy
in Osmosis (MEASIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson
Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion
(TESLOOD). Data collected were analysed using mean, standard deviation, analysis of covariance
(ANCOVA) and multiple classification analysis. The study has shown that the use of the Mercedes
Model with Embedded Assessment Strategy has positively improved students’ knowledge of
selected biology concepts. Further, the biology students in the science class were better than the
non-science group at imbibing the knowledge of biology concepts. In the same vein, the males
performed better than their female counterparts in knowledge. It was recommended, among other
things, that teachers of biology adopt the Mercedes Model with Embedded Assessment Strategy in the teaching of students in secondary school.
Description
Staff Publication
Keywords
Mercedes model , Subject specialisation , Gender , Knowledge , Selected biology concepts , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Oladipo, A.J. (2016). Effects of the mercedes model with embedded assessment strategy, subject specialisation and gender on students' knowledge of selected biology contents. Asia-Pacific Collaborative education Journal, Vol.12 (2), 25-39.
URI
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https://ir.unilag.edu.ng/handle/123456789/8955
https://ir.unilag.edu.ng/handle/123456789/8955