EFFECT OF AN AUDIO-VISUAL INTERVENTION ON ACADEMIC ACHIEVEMENT IN GENETICS AMONG PRE-SERVICE BIOLOGY TEACHERS IN OGUN CENTRAL SENATORIAL DISTRICT, OGUN STATE

Abstract

Despite the growing use of Audio-visual strategy in science education, their effectiveness in improving academic achievement in Genetics among pre-service Biology teachers in Ogun Central Senatorial District, Ogun State, remains unclear. This study addressed this gap by examining the Effect of Audio-visual Intervention on Academic Achievement of Pre-service Biology teachers in Genetics in Ogun Central Senatorial District, Ogun State. Using a quasi-experimental pre-test and post-test design, sixty participants were assigned to either the audio-visual intervention group or the traditional teaching group. Data were collected through a validated Genetics Achievement Test (GAT) (KR-20 = 0.79), guided by one hypothesis, tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings revealed no significant effect of audio-visual intervention on academic achievement of pre-service Biology teachers in Genetics (F_{(1, 57)} = 1.449, p > 0.05), with the audio-visual strategy accounting for only 2.5% of the variance in performance. It was concluded that, within the context of audio-visual tools used, no significant effect was observed to enhance understanding and achievement of Pre-service Biology teachers in Genetics. Hence, audio-visual aids should be used alongside other teaching methods to effectively address complex genetic concepts.