Article Details

This study determined the “effects of video conferencing instructional strategy on students’ achievement and retention in genetics in Abuja, Nigeria.” The study adopted quasi-experimental research of post-test and post post-test, non-equivalent, non-randomized, control groups design. The population for the study consists of 2,948 (1300 males and 1648 females) SS III students. Simple random sampling techniques was used to select a sample 147 students, (68 Experimental and 79 control group students) for the study. Two instruments, namely Genetics Interest Rating Scale (GIRS) and Genetics Achievement Test (GAT)items were validated and found reliable for the study. Four research questions were raised, 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 video conferencing instructional strategy and their counterparts exposed to conventional method in favour of the experimental group. Also, the findings revealed that there is no significant difference in male and female student’s achievement in genetics using the video conferencing instructional strategy. Hence the researcher recommended that the use of video conferencing as an instructional strategy should be adopted for teaching Genetics concepts in the secondary schools and 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 the video conferencing instructional strategy in teaching genetics concepts, among others.