EFFECT OF POST-CLASSROOM AND IN-CLASSROOM ASSIGNMENTS ON BIOLOGICAL DRAWING ABILITY OF SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA
Keywords:
post-classroom assignment, in-classroom assignment, drawing abilityAbstract
This study investigated the effect of post-classroom and in-classroom assignments on secondary school students' biological drawing ability in Sokoto State, Nigeria. A pretest post-test quasi-experimental design was used followed by a supplementary qualitative interview. The population comprised 15,301 Senior Secondary School II students, from which 380 students were selected using multistage and purposive sampling techniques. Data were collected using the Biological Drawing Ability Test (BDAT) and an interview schedule administered to five purposively selected students from the experimental group. Quantitative data were analysed using mean, standard deviation, and an independent-samples t-test, while qualitative data were analysed using thematic analysis. The results revealed a significant difference in biological drawing ability between the experimental and control groups, with students exposed to post-classroom assignments obtaining a higher mean score of 30.67 and a SD of 8.82 than those exposed to in-classroom assignments. An independent sample t-test showed there was a statistically significant difference between the two groups. The interviews further showed that family support, a conducive home learning environment, and students' motivation enhanced opportunities for practising biological drawings. The study concludes that post-classroom assignments are more effective than in-classroom assignments in improving students' biological drawing ability and recommends their integration into biology instruction.
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