Comparative assessment of Wood work and Paper Approach on Self Efficacy in Biological Model Development among Pre-Service Teachers in Zamfara State, Nigeria

Biology education in Nigeria faces significant challenges, including inadequate resources and a shortage of skilled educators, often limiting the use of crucial biological models for visual learning. Many pre-service teachers lack the requisite skills and confidence to create effective models. This study investigated the Comparative assessment of Wood work and Paper Approach on Self Efficacy in Biological Model Development among Pre-Service Teachers in Zamfara State, Nigeria. A quasi-experimental design was employed, and 84 pre-service biology teachers were sampled from selected tertiary institutions. Participants were assigned to two groups; an experimental group trained in woodwork approach, and a control group trained in paper moulding practice in model creation. Data were collected using validated researcher designed instruments: the Self-Efficacy Questionnaire for Woodwork and paper instructional strategies in Biological Model Development (BMDSQ). Reliability indices were established at 0.89. Three research questions guided the study, and three null hypotheses were tested at a 0.05 level of significance. The study found NCE III pre-service biology teachers demonstrated significantly higher self-efficacy in developing models using both woodwork and paper instructional strategies compared to their NCE II counterparts, confirming that higher training correlates with improved self-efficacy. Additionally, the wood work approach significantly enhanced self-efficacy more than the paper approach. Recommendations suggest integrating practical skills like woodwork into teacher training programmes to encourage pre-service teachers' confidence and improve the quality of biology education in resource limited settings.