Development and Evaluation of Innovative Instructional Module for Teaching and Learning of Biology in Senior Secondary Schools

Yaki, Akawo Angwal., Midat, Caroline Yunana, & Bawa, Saratu

Keywords: Integrated STEM instructional module, Genetics, Engineering design process


Science, Technology, Engineering and Mathematics (STEM) education is an innovative instructional approach in the 21st century. Given its innovative nature, there seems to be a paucity of the instructional framework to guide teachers to implement it in the classroom. Therefore, this study focused on the development and evaluation of innovative instructional module for biology instruction among secondary school students. In the first phase, the instructional module was developed based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) model and the framework for integrated STEM instruction. Ten (10) experts in science education validated the innovative module called integrated STEM instructional module (i-STEMim) in a two-round validation process. In the second phase, quasi-experimental design was adopted to determine the effects of the prepared i- STEMim. Using simple randomly sampling, two secondary schools were assigned to the i- STEMim and conventional group. To determine the effect of developed instructional material, quasi-experimental design was used. The i-STEMim group was 30 students while the traditional were 32 students. Pre-test and post-test data were collected using biology achievement test. The data were analyzed using mean and standard deviation, dependent t-test and Multivariate Analysis of Variance (MANOVA). The finding shows that i-STEMim has good content validity and was suitable. dependent t-test analysis shows that the innovative instructional module enhances students' genetic achievement more than the conventional group. There was a significant difference between students that learned with i-STEMim and the conventional method in favour of the i-STEMim group. The findings of this study have implication for teachers’ instruction practices.