EFFECT OF TASK HIERARCHY ANALYSIS MODEL OF INSTRUCTION ON THE ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN URBAN AND RURAL AREAS

The study assessed the effect of task hierarchy analysis model of instruction (THAMI) on the academic performance in Biology among secondary school students in urban and rural areas in Osun State. One research question and two null hypotheses guided the study. The study adopted pre-test, post-test control group quasi-experimental design. Population of the study consist of 379 senior secondary school two students offering Biology drawn from 12 selected public senior secondary schools from three Local Government Areas in the state using multistage sampling procedure. The sample was divided into two groups; experimental group and control group. Instrument used for the data collection was a Biology Performance Test (BPT) containing 30 objective questions from paste WAEC question papers. The reliability of the instruments was ensured using Kudar-Richardson Formula 20 Analysis and reliability coefficient of 0.83 was obtained. Mean and standard deviation were used to answer the research question and determine the closeness of students’ scores, while t-test and Analysis of Covariance (ANCOVA) were uses to test the null hypotheses at 0.05 level of significance. Findings of the study showed that there is no significant difference in the achievement means scores of students in the experimental and control groups before treatment and that task hierarchy analysis model of instruction (THAMI) is a viable instructional strategy for enhancing biology learning outcomes. The result also revealed that location has statistical significant effect in the achievement mean scores of the experimental and control groups. Based on the findings, concluded that is an effective method of teaching biology. It was therefore, recommended among others that THAMI should be used in the teaching of Biology in the secondary school for meaningful learning among students.