Effect of Bloom's taxonomy Blueprint Based Achievement Test on the Performance of Senior Secondary Students in Biology in ONDO STATE

Abstract

The study examined the effect of Bloom’s taxonomy blue-print based achievement test on the performance of senior secondary students in Biology. This study adopted quasi experimental pre-test and post-test two group design (one experimental and one control group). The targeted population for the study consisted of all the Senior Secondary School (S.S.S.) two students in public secondary schools in Ondo State. The sample consisted of 101 S.S.S. 2 students (class intact size) drawn from four public secondary schools in the two Senatorial Districts of Ondo State. The sample was selected using multistage sampling procedure. Standardized Test in Biology (STB) was used to collect relevant data for this study. It consisted of 50 objectives items with four options. The items covered all the topics to be taught for the 5 weeks. Item analysis was used to validate the STB which revealed that the difficulty index and discriminating power were moderate. The internal consistency method was used to establish the reliability of the STB using the KR-20 which yielded a Cronbach’s Alpha of 0.84. The data collected for the study were analyzed using descriptive and inferential statistics. The findings of the study showed that the two groups were homogeneous at the commencement of the experiment. However, the use of Bloom’s taxonomy blue-print based achievement test enhanced better performance of students in Biology than the conventional strategy after treatment. Bloom’s taxonomy blue-print based achievement test was not gender biased. It was recommended among others that the use of Bloom’s taxonomy blue-print based achievement test should be encouraged in Biology class in secondary schools so as to enhance better academic performance of students in Biology.