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ATUTOR LEARNING MANAGEMENT SYSTEM, ACADEMIC PERFORMANCE AND RETENTION OF SECONDARY SCHOOL STUDENTS IN BIOLOGY IN UYO, AKWA IBOM STATE

ABSTRACT

The study sought to examine the effect of ATutor LMS, academic performance and retention of secondary school students offering Biology in Uyo Local Government Area. Three research questions and three hypotheses were formulated to guide the study. The study adopted Quasi-experimental design using the pretest post-test non randomized control group design. The population comprised all the 3,183 Senior Secondary Two (SS II) students offering Biology in all the 15 public secondary schools in Uyo Local Government Area of Akwa Ibom State during 2024/2025 academic session. Purposive sampling technique was used in selecting a sample size of 102 students for experimentation and control. The experimental group was taught using ATutor LMS while the control group was taught using Expository method. An instrument called ‘Biology Performance Test (BPT)’ was used to pretest and posttest the students. The instrument was face and content validated by three validates in Faculty of Education, University of Uyo. Split half method and Kuder-Richardson formula-21 (KR-21) were used in determining the reliability of the instrument which had a reliability coefficient of 0.87. The data obtained from the pretest, posttest and retention test were analyzed using mean, Standard Deviation to answer all the research questions and Analysis of Covariance was used to test all the hypotheses at .05 significant level. The result indicated a significant difference in the mean performance scores of students in Biology when taught using ATutor LMS and expository method. The result also indicated a no significant difference in the mean performance scores of male and female students taught pollution using ATutor LMS and expository method. The study also revealed a significant difference in mean retention scores of students taught using the two instructional strategies. It was concluded that ATutor LMS is more effective and students retained concept better when taught with ATutor LMS than the expository method. Based on the findings, it is recommended among others, that Biology teachers should make effective use of ATutor LMS in teaching the concept of Pollution so that student’s performance will be enhanced.

Keywords: A Tutor LMS, Biology and academic performance.

EMA, Iniobong Bassey PhD, UKPONG, Angelica Fidelis and USEN, Mercy Godwin

GASPRO INTERNATIONAL JOURNAL OF EMINENT SCHOLARS, VOL. 12 NO. 3