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Effect of Content-Focused Coaching on Academic Performance and Retention in Identified Difficult Biology Topics amongst Senior Secondary School Students

Author

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  • Akilu Isma'il

    (Department of Science Education, Faculty of Education, Federal University Gusau – Nigeria)

  • Suleiman Sa’adu Matazu

    (Department of Science and Vocational Education, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto – Nigeria)

Abstract

This study investigated the effect of Content-Focused Coaching (CFC) on academic performance and retention in difficult biology topics among Senior Secondary School students in Zamfara State, Nigeria. Quasi-experimental design was adopted for the study. Multi-stage sampling technique was employed to select 1005 students (480 males, 525 females) and 48 teachers from 166 public schools. The Biology Performance Test, with a reliability coefficient of 0.77, was used for data collection. Teacher participants were exposed to CFC for seven weeks, focusing on six identified perceived difficult biology topics. Data collected were analysed using ANCOVA at a 0.05 significance level. Results showed significant differences in performance (F(3, 966)=111.394, p

Suggested Citation

  • Akilu Isma'il & Suleiman Sa’adu Matazu, 2024. "Effect of Content-Focused Coaching on Academic Performance and Retention in Identified Difficult Biology Topics amongst Senior Secondary School Students," Curriculum & Innovation, Berger Science Press, vol. 2(1), pages 1-11, July.
    • Handle: RePEc:cwi:cinnov:v:2:y:2024:i:1:p:1-11
    DOI: 10.61187/ci.v2i1.97
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