Effect of Model- Lead-Test (MLT) Instructional Strategy on Students Academic Performance in Basic Science in Secondary Schools in Rivers State
Keywords:
Model-lead-test, strategy, performance, basic science, secondary schoolsAbstract
Improving students’ academic achievement in Basic Science remains a critical challenge in Nigerian secondary schools, as traditional teacher-centered methods often limit engagement and conceptual understanding. Despite evidence supporting interactive instructional strategies, there is limited empirical research on the application of the Model–Lead–Test (MLT) strategy at the junior secondary level. This study adopted a quasi-experimental design with a non-equivalent control group, involving 100 Junior Secondary 2 students from two public schools. The experimental group (n = 50) received MLT instruction, while the control group (n = 50) was taught using the conventional lecture method. Data were collected using the 40-item Basic Science Achievement Test (BSAT) and analyzed with mean, standard deviation, and ANCOVA. Results indicated that the experimental group achieved a higher mean gain (4.00) than the control group (3.70), although the difference was not statistically significant (F(1,97) = 3.37, p = 0.069). Gender did not significantly influence performance. It is recommended that MLT be adopted alongside extended instructional periods to enhance learning outcomes, fostering deeper engagement and improved academic performance.
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