The study determined the effect of ethnobiology instructional approach on secondary school students’ retention of biology concepts in Onitsha Education Zone of Anambra state. Two research questions and three hypotheses guided the study. The study adopted the quasi-experimental design. The population of the study comprised 5,322 senior secondary two (SS2) students offering biology in Onitsha Education Zone. The sample for the study was 184 students obtained using a multi-stage sampling procedure. Biology Achievement Test (BAT) validated by three experts and which had Kuder-Richardson Formula 20 reliability of 0.91 was used as instrument for data collection. Data obtained from the study was analysed using mean, standard deviation and analysis of covariance. The result of the study showed that students taught using EIA had higher mean gain retention scores in biology than those taught using lecture instructional approach. The findings of the study revealed that there was a significant difference between mean retention scores of students taught biology using EIA and lecture instructional approach in favour of EIA. It was therefore recommended among others that secondary school biology teacher should adopt the use of EIA in teaching biology as a way of helping students connect what they are learning to already existing knowledge and realities around them.
ethnobiology, retention, biology, academic, secondary
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