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Story Telling in Secondary Biology Classrooms for Enhanced Understanding: A Case of Kitwe District

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  • Susan Mwelwa

    (Mukuba University P.O. Box 20382, Itimpi, Kitwe, Zambia)

  • John Soko

    (Ministry of General Education, Malela Secondary School P.O. Box 22095, Kitwe, Zambia)

Abstract

Poor performance in Secondary School Biology has attracted the attention of the academic community across the world. Many studies in this regard have been undertaken and Researchers’ seem to agree that teaching methods are one of the factors contributing significantly to this problem. This study therefore, sort to find out the effectiveness of Story Telling in teaching Ecology. The study employed a pre-test posttest quasi-experimental design. The data collection instruments used were a Likert-type Attitude Questionnaire and an Achievement test. Data was analysed using descriptive statistics such as means and standard deviations while the analysis of variance was a Statistical test used to compare means. The method of teaching, School and method of teaching by School interaction effect were statistically significant with F (1, 1037) =54.22, P

Suggested Citation

  • Susan Mwelwa & John Soko, 2020. "Story Telling in Secondary Biology Classrooms for Enhanced Understanding: A Case of Kitwe District," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 7(2), pages 153-161, February.
    • Handle: RePEc:bjc:journl:v:7:y:2020:i:2:p:153-161
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