Effects of Teachers’ Communication Model on Junior Secondary Two Students’ Achievement in Basic Science and Technology in Jos North, Nigeria

This study investigated the effects of teachers’ communication model on junior secondary two students’ achievement in Basic Science and Technology in Jos North, Nigeria. The study adopted a quasi-experimental design, specifically, the non-randomised pre-test and post-test control group design. A total of 82 Junior Secondary Two students from two schools out of a population of 1226 students in 22 schools participated in the study. The two schools used were randomly assigned to an experimental group and a control group. The students were used in their intact class settings and, as such, were not sampled. A Basic Science and Technology Achievement Test (BSTAT) with a reliability index of 0.883 was used to collect data from the students. Two research questions were raised and two hypotheses formulated to guide the study. The experimental group was taught Basic Science and Technology concepts for eight weeks using a teacher communication model, while the control group was taught the same concepts for the same length of time using the lecture method. Research questions were answered using mean and standard deviation, while hypotheses were tested using analysis of covariance (ANCOVA) at the 0.05 level of significance. Results of the study showed that students taught using the teachers’ communication model have achieved significantly higher than students taught using the lecture method. Gender was found to have no significant influence on students’ achievement in Basic Science and Technology. It was concluded that the use of the teachers’ communication model was more effective in enhancing students’ achievement in Basic Science and Technology than the lecture method. It was recommended that teachers should incorporate the use of the teachers’ communication model into Basic Science and Technology classrooms to enhance students’ achievement in the subject.