Effect of Analogy Model of Instruction on Students’ Achievement in Christian Religious Studies in Udi Education Zone of Enugu State, Nigeria

Abstract

This study examined the effect of analogy model of instruction on students’ achievement in Christian Religious Studies in Udi Education Zone, Enugu State, Nigeria. The design of the study was quasi-experimental, pre-test, post-test, 2 x 1factorial design. Three research questions and three null hypotheses guided the study. Four co-educational secondary schools were selected for the study using stratified random sampling technique. A sample of 160 SS 1 students from four intact classes was selected from the four co-educational secondary schools in Udi Education Zone of Enugu State, and were assigned to experimental group and control group, respectively. Christian Religious Studies Achievement Test (CRSAT) was used for data collection. A reliability co-efficient of 0.91 was obtained for the CRSAT using Kuder-Richardson’s formula 20 (K-R 20). Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study indicated that: students taught CRS using analogy model of instruction performed better than their counterparts taught using lecture method; there is significant difference in the mean achievement scores of male and female students taught CRS using analogy model of Instruction in favour of the male students; and the interaction effect of model and gender on students’ achievement in CRS is not statistically significant. It was recommended that CRS teachers should employ analogy model of instruction for instructional delivery.