Effects of Sequential Teaching Method on Senior Secondary School Students' Achievement and Retention in Biology in Federal Capital Territory, Abuja, Nigeria

The study investigated the effects of Sequential Teaching Method on senior secondary school students’ achievement and retention in Biology, in Federal Capital Territory Abuja, Nigeria. The research design used was quasi-experimental using pre-test, post-test and post-post-test control group approach; the study was carried-out in two randomly selected co-educational secondary schools in Federal Capital Territory, Abuja, Nigeria. The sample size was 115 biology students from two selected classes in the sampled schools. The instruments for data collection were Biology Achievement Test (BAT) and Biology Retention Test (BRT). Descriptive statistics were used to answer the research questions while t-Test inferential statistics was used to test the null hypotheses. The results of the analysis showed that there was significant difference in students' academic achievement in biology between those exposed to sequential teaching method and their counterparts taught with conventional method; there was significant difference in students retention in Biology between those exposed to sequential teaching method and their counterparts taught with conventional method; It was concluded that sequential teaching method has positive effect on students’ academic achievement and retention in biology concept. It was recommended based on the findings of the study that workshop, seminars and conferences should be organized for biology teachers to make them familiar with the knowledge of sequential teaching method and they should be encouraged to use it in their classroom teaching and learning activities.