Article Details

This study determined the “effects of the pre-recorded lecture instructional strategy on students’ achievement and retention in genetics in Abuja, Nigeria.” The study adopted quasi-experimental research of pre-test, post-test, non-equivalent, non-randomized, control group design. The population for the study consists of 2,948 (1,300 males and 1,648 females) SS III students. Simple random sampling techniques was used to select a sample of 139 students (68 experimental and 79 control groups); students were selected for the study. Two instruments, namely Genetics Achievement Test (GAT) and Genetics Retention Test (GRT), were validated and found reliable for the study. Four research questions were asked, and four null hypotheses were formulated for the study. Descriptive statistics of mean and standard deviation were used to answer research questions, while inferential statistics of ANCOVA was used to test the null hypotheses at 0.05 level of significant. The findings revealed that there is significant difference on the achievement and retention of students exposed to the pre-recorded lectures Instructional strategy and their counterparts exposed to conventional method in favor of experimental group. Also, the findings revealed that there is no significant difference of male and female student’s achievement and retention on Genetics using the pre-recorded lectures instructional strategy. Hence the researcher recommended that the use of pre-recorded lectures as an instructional strategy should be adopted for teaching Genetics concepts in the secondary schools, In-service training program for Biology Teachers, in the form of workshops, seminars, and conferences, should be organized to focus more on how to use pre-recorded lectures as an instructional strategy in teaching genetics concepts, among others.