PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Knowledge retention can be described as the ability of the students to assimilate available information during the learning process and recall/apply such knowledge obtained over time. Previously, students’ active involvement in the teaching and learning processes through innovative pedagogies has enhanced their capacity for knowledge retention. This study, therefore, evaluated the potency of innovative pedagogy, the learning activity package (LAP), in fostering students’ knowledge retention in science subjects in secondary schools, using gender as a moderating variable. The design was quasi-experimental. The sample was 208 class two students grouped into experimental and control groups exposed to LAP and lecture methods, respectively. Data were obtained using the Chemistry Achievement and Retention Test and analyzed with mean, standard deviation, standard error, and the analysis of covariance, computed with SPSS. The findings revealed that the innovative pedagogy improved the students’ knowledge retention in science more than the lecture method at F (1,202) = 45.72, p = .00, p ˂ .05. Besides, there was no interaction effect of method and gender on the students’ retention of knowledge in science at F (1, 203) = 2.47, p = .12, p > .05. The implication is the avalanche of innovative science teachers who blend their instructional strategies to provide for the student’s active participation in the teaching-learning processes for enhanced students’ knowledge retention in science subjects. This research is novel because science teachers can easily adopt the LAP approach for effective lesson delivery, culminating in enhanced students’ knowledge retention in secondary schools in developing nations.

• Abu, A. O. (2001). The effectiveness of individualized and lecture instruction methods of teaching biology at the senior secondary level of education [Unpublished Master’s dissertation). Ahmadu Bello University.

• Adegoke, B. A. (2010). Integrating animations, narratives, and textual information for improving physics learning. Electronic Journal of Research in Educational Psychology, 8(2), 725-748. https://doi.org/10.25115/ejrep.v8i21.1391

• Adekoya, Y. M., & Olatoye, R. A. (2011). Effect of demonstration, peer-tutoring, and lecture teaching strategies on senior secondary school students’ achievement in Agricultural science. Pacific Journal of Science and Technology, 12(1), 320-332.

• Agomuoh, P. (2010). Effect of prior knowledge, exploration, discussion, dissatisfaction with prior knowledge and application (PEDDA), and the learning cycle (TLC) constructivist instructional models on students’ conceptual change and retention [Unpublished doctoral dissertation). University of Nigeria.

• Ajayi, O. V. (2017). Effect of a hands-on activity-based method on the interest of senior secondary students in organic chemistry. Scholarly Journal of Education, 6(1), 1-5. https://ssm.com/abstract=2990676

• Ajayi, O. V., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Educational Research, 5(8), 839-842. https://doi.org/10.12691/education-5-8-1

• Ajit, K. K. (2019, October 3). Knowledge retention is an uphill battle. HR Future Magazine. https://www.hrfuture.net/talent-management/personal-development/knowledge-retention-is-an-uphill-battle/

• Alam, M. S., Sajid, S., Kok, J. K., Rahman, M., & Amin, A. (2021). Factors that influence high school female students’ intentions to pursue Science, Technology, Engineering and Mathematics (STEM) education in Malaysia. Pertanika Journal of Social Science and Humanities, 29(2), 839-867. https://doi.org/10.47836/pjssh.29.2.06

• Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education, 33(6), 387-393. https://doi.org/10.1002/bmb.2005.4940330638721638607

• Arseneau, D. L., Mason, A. C., & Wood, O. B. (1994). A comparison of learning activity packages and classroom instruction for diet management of patients with non-insulin-dependent diabetes mellitus. The Diabetes Educator, 20(6), 509-514. https://doi.org/10.1177/014572179402000608

• Bosede, A. F. (2010). Influence of sex and location on the relationship between students’ problems and academic performance. The Social Science, 5(4), 340-345. https://doi.org/10.3923/sscience.2010.340.345

• Bruce, M. K., & Edward, W. M. (2003). Statistical reasoning in psychology and education (4th ed.). Wiley & Sons Inc.

• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach. SAGE Publications, Inc.

• Dario, M. T., Barbara, J. D., James, L. S., & Michael, E. D. (2006). Overview of current learning theories for medical educators. The American Journal of Medicine, 119(10), 903-907. https://doi.org/10.1016/j.amjmed.2006.06.037

• Duke, C. R. (1975). Learning activity packages: Construction and implementation. The High School Journal, 58(7), 312-321. https://www.jstor.org/stable/40365621

• Emendu, N. B. (2014). The role of chemistry education in National development. The International Journal of Engineering and Science, 3(3), 12-17. http://www.theijes.com/papers/v3-i3/Version-3/C0333012017.pdf

• Ezeudu, F. O. (2013). Influence of concept maps on achievement retention of senior secondary school students in organic chemistry. Journal of Education and Practice, 4(19), 35-43. https://www.iiste.org/Journals/index.php/JEP/article/view/7859

• Federal Government of Nigeria. (2004). National policy on education. Government Press.

• Gilbert, J. K., & Treagust, D. F. (2009). Introduction: Macro, sub-micro and symbolic representations and the relationship between them: Key models in chemical education. Multiple Representations in Chemical Education, 1-8. https://doi.org/10.1007/978-1-4020-8872-8_1

• Gipps, K. S. (2004). Gender inequality. In H. Thorney (Ed.), Women’s studies encyclopedia. Peter Bedrick Books.

• Hake, R. (2002). Lessons from the physics education reform effort. Conservation Ecology, 5(2), 28. https://doi.org/10.5751/ES-00286-050228

• Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behaviour, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37(1), 26-43. https://doi.org/10.1002/(sici)1098-2736(200001)37:1<26::aid-tea3>3.0.co;2-i

• Kırbulut, Z. D., & Gokalp, M. S. (2014). The relationship between pre-service elementary school teachers’ meta-cognitive science learning orientations and their utilization of a constructivist learning environment. International Journal of Innovation in Science and Mathematics Education, 22(6), 1-10. https://www.openjournals.library.sydney.edu.au/index.php/CAL/article/view/7469

• Kundu, C. L., & Tutoo, N. N (2002). Educational psychology. Sterling Publishers Private Ltd.

• Kurumeh, M. S., Onah, F. O., & Mohammed, A. S. (2012). Improving students’ retention in junior secondary school statistics using ethnomathematics teaching approach in Benue State, Nigeria. Greener Journal of Educational Research, 2(3), 54-62. https://doi.org/10.15580/gjer.2012.3.10051286

• Lawal, F. K. (2009). Effectiveness of conceptual change instructional strategy in remediating misconception genetics concepts among senior secondary school students in Kano State [Unpublished doctoral dissertation]. Ahmadu Bello University.

• Lee-Roy, C. (2012). The role of science and technology in the developing world in the 21st century. Institute for Ethical and Emerging Technologies. https://www.ieet.org/index.php/IEET2/more/chetty20121003

• Neboh, O. I. (2012). Effect of learning activity package (LAP) on male and female students’ achievement in secondary school biology. Journal of Science and Computer Education, Enugu State University of Science and Technology, 2(1), 1-13. https://www.journals.aphriapub.com/article/download

• Nzewi, U. M. (2010). It’s all in the brain of gender and achievement in science and technology education (Unpublished 51st inaugural lecture series). The University of Nigeria.

• Oludipe, D. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in basic science. Journal of Educational and Social Research, 2(1), 76-81. https://www.richtmann.org/journal/aindex.php/jesr/article/view/11777

• Paden, R. R., & Dereskiwsky, M. I. (2007, April, 17-19). A comparison of students’ achievement and retention in an introductory mathematics course (Online, Face-to-Face and Blended modalities presentation). Teaching, Colleges and Community (TCC) 2007 Worldwide Conference. https://www.slideshare.net/tcc07/a-comparison-of-student-achievement-retention-in-an-introductory-math-course

• Stephen, A. M., & Berhanu, M. A. (2011). Chemistry for development. In J. Garcia-Martinez & E. Serrano-Torregrosa (Eds.), The chemical element: Chemistry’s contribution to our global future. Wiley-VCH Verlag GmbH & Co. KGaA. https://application.wiley-vch.de/books/sample/3527328807_c01.pdf

• Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010

• Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: The case of inorganic qualitative analysis. In J. Gilbert, & D. Treagust (Eds.), Multiple representations in chemical education (pp. 137-150). Springer. https://doi.org/10.1007/978-1-4020-8872-8_7

• Udoh, O. A. (2008). An analysis of classroom interaction of senior secondary school chemistry teachers in Ikot Ekpene Local Government Area of Akwa Ibom State Nigeria. Journal of the Science Teachers Association of Nigeria, 43(1 & 2), 16-22.

• Udu, D. A. (2018a). Utilization of learning activity package in the classroom: Impact on senior secondary school students’ academic achievement in organic chemistry. African Journal of Chemical Education, 8(2), 49-71. https://www.ajol.info/index.php/ajce/article

• Udu, D. A. (2018b). Efficacies of cooperative learning instructional approach, learning activity package, and lecture method in enhancing students’ academic retention in chemistry. Science Education International, 29(4), 220-227. http://www.icaseonline.net/sei/December2018/p4.pdf

• Ugur, S., Abdillahi, H. H., Kutalmıs, G., & Omer, F. S. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Education, 25(3), 20-35. https://www.openjournals.library.sydney.edu.au

• Ward, P. S., & Williams, E. C. (1976). Learning packets: New approach to individualizing instruction. Parker Publishing Company.

• West African Examination Council. (2018). Chief examiner’s report. Afi Prints.

• Wilson, S. B., & Varma-Nelson, P. (2016). Small groups, significant impact: A review of peer-led team learning research implications for STEM education researchers and faculty. Journal of Chemical Education, 93(10), 1686-1702. https://doi.org/10.1021/acs.jchemed.5b00862

• Zubeyde, D. K., & Muhammed, S. G. (2014). Relationship between pre-service elementary school teachers’ meta-cognitive science learning orientations and the use of constructivists’ learning environments. International Journal of Innovation in Science and Mathematics Education, 22(6), 1-10. https://www.openjournals.library.sydney.edu.au

• Abu, A. O. (2001). The effectiveness of individualized and lecture instruction methods of teaching biology at the senior secondary level of education [Unpublished Master’s dissertation). Ahmadu Bello University.

• Adegoke, B. A. (2010). Integrating animations, narratives, and textual information for improving physics learning. Electronic Journal of Research in Educational Psychology, 8(2), 725-748. https://doi.org/10.25115/ejrep.v8i21.1391

• Adekoya, Y. M., & Olatoye, R. A. (2011). Effect of demonstration, peer-tutoring, and lecture teaching strategies on senior secondary school students’ achievement in Agricultural science. Pacific Journal of Science and Technology, 12(1), 320-332.

• Agomuoh, P. (2010). Effect of prior knowledge, exploration, discussion, dissatisfaction with prior knowledge and application (PEDDA), and the learning cycle (TLC) constructivist instructional models on students’ conceptual change and retention [Unpublished doctoral dissertation). University of Nigeria.

• Ajayi, O. V. (2017). Effect of a hands-on activity-based method on the interest of senior secondary students in organic chemistry. Scholarly Journal of Education, 6(1), 1-5. https://ssm.com/abstract=2990676

• Ajayi, O. V., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Educational Research, 5(8), 839-842. https://doi.org/10.12691/education-5-8-1

• Ajit, K. K. (2019, October 3). Knowledge retention is an uphill battle. HR Future Magazine. https://www.hrfuture.net/talent-management/personal-development/knowledge-retention-is-an-uphill-battle/

• Alam, M. S., Sajid, S., Kok, J. K., Rahman, M., & Amin, A. (2021). Factors that influence high school female students’ intentions to pursue Science, Technology, Engineering and Mathematics (STEM) education in Malaysia. Pertanika Journal of Social Science and Humanities, 29(2), 839-867. https://doi.org/10.47836/pjssh.29.2.06

• Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes. Biochemistry and Molecular Biology Education, 33(6), 387-393. https://doi.org/10.1002/bmb.2005.4940330638721638607

• Arseneau, D. L., Mason, A. C., & Wood, O. B. (1994). A comparison of learning activity packages and classroom instruction for diet management of patients with non-insulin-dependent diabetes mellitus. The Diabetes Educator, 20(6), 509-514. https://doi.org/10.1177/014572179402000608

• Bosede, A. F. (2010). Influence of sex and location on the relationship between students’ problems and academic performance. The Social Science, 5(4), 340-345. https://doi.org/10.3923/sscience.2010.340.345

• Bruce, M. K., & Edward, W. M. (2003). Statistical reasoning in psychology and education (4th ed.). Wiley & Sons Inc.

• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach. SAGE Publications, Inc.

• Dario, M. T., Barbara, J. D., James, L. S., & Michael, E. D. (2006). Overview of current learning theories for medical educators. The American Journal of Medicine, 119(10), 903-907. https://doi.org/10.1016/j.amjmed.2006.06.037

• Duke, C. R. (1975). Learning activity packages: Construction and implementation. The High School Journal, 58(7), 312-321. https://www.jstor.org/stable/40365621

• Emendu, N. B. (2014). The role of chemistry education in National development. The International Journal of Engineering and Science, 3(3), 12-17. http://www.theijes.com/papers/v3-i3/Version-3/C0333012017.pdf

• Ezeudu, F. O. (2013). Influence of concept maps on achievement retention of senior secondary school students in organic chemistry. Journal of Education and Practice, 4(19), 35-43. https://www.iiste.org/Journals/index.php/JEP/article/view/7859

• Federal Government of Nigeria. (2004). National policy on education. Government Press.

• Gilbert, J. K., & Treagust, D. F. (2009). Introduction: Macro, sub-micro and symbolic representations and the relationship between them: Key models in chemical education. Multiple Representations in Chemical Education, 1-8. https://doi.org/10.1007/978-1-4020-8872-8_1

• Gipps, K. S. (2004). Gender inequality. In H. Thorney (Ed.), Women’s studies encyclopedia. Peter Bedrick Books.

• Hake, R. (2002). Lessons from the physics education reform effort. Conservation Ecology, 5(2), 28. https://doi.org/10.5751/ES-00286-050228

• Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behaviour, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37(1), 26-43. https://doi.org/10.1002/(sici)1098-2736(200001)37:1<26::aid-tea3>3.0.co;2-i

• Kırbulut, Z. D., & Gokalp, M. S. (2014). The relationship between pre-service elementary school teachers’ meta-cognitive science learning orientations and their utilization of a constructivist learning environment. International Journal of Innovation in Science and Mathematics Education, 22(6), 1-10. https://www.openjournals.library.sydney.edu.au/index.php/CAL/article/view/7469

• Kundu, C. L., & Tutoo, N. N (2002). Educational psychology. Sterling Publishers Private Ltd.

• Kurumeh, M. S., Onah, F. O., & Mohammed, A. S. (2012). Improving students’ retention in junior secondary school statistics using ethnomathematics teaching approach in Benue State, Nigeria. Greener Journal of Educational Research, 2(3), 54-62. https://doi.org/10.15580/gjer.2012.3.10051286

• Lawal, F. K. (2009). Effectiveness of conceptual change instructional strategy in remediating misconception genetics concepts among senior secondary school students in Kano State [Unpublished doctoral dissertation]. Ahmadu Bello University.

• Lee-Roy, C. (2012). The role of science and technology in the developing world in the 21st century. Institute for Ethical and Emerging Technologies. https://www.ieet.org/index.php/IEET2/more/chetty20121003

• Neboh, O. I. (2012). Effect of learning activity package (LAP) on male and female students’ achievement in secondary school biology. Journal of Science and Computer Education, Enugu State University of Science and Technology, 2(1), 1-13. https://www.journals.aphriapub.com/article/download

• Nzewi, U. M. (2010). It’s all in the brain of gender and achievement in science and technology education (Unpublished 51st inaugural lecture series). The University of Nigeria.

• Oludipe, D. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in basic science. Journal of Educational and Social Research, 2(1), 76-81. https://www.richtmann.org/journal/aindex.php/jesr/article/view/11777

• Paden, R. R., & Dereskiwsky, M. I. (2007, April, 17-19). A comparison of students’ achievement and retention in an introductory mathematics course (Online, Face-to-Face and Blended modalities presentation). Teaching, Colleges and Community (TCC) 2007 Worldwide Conference. https://www.slideshare.net/tcc07/a-comparison-of-student-achievement-retention-in-an-introductory-math-course

• Stephen, A. M., & Berhanu, M. A. (2011). Chemistry for development. In J. Garcia-Martinez & E. Serrano-Torregrosa (Eds.), The chemical element: Chemistry’s contribution to our global future. Wiley-VCH Verlag GmbH & Co. KGaA. https://application.wiley-vch.de/books/sample/3527328807_c01.pdf

• Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010

• Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: The case of inorganic qualitative analysis. In J. Gilbert, & D. Treagust (Eds.), Multiple representations in chemical education (pp. 137-150). Springer. https://doi.org/10.1007/978-1-4020-8872-8_7

• Udoh, O. A. (2008). An analysis of classroom interaction of senior secondary school chemistry teachers in Ikot Ekpene Local Government Area of Akwa Ibom State Nigeria. Journal of the Science Teachers Association of Nigeria, 43(1 & 2), 16-22.

• Udu, D. A. (2018a). Utilization of learning activity package in the classroom: Impact on senior secondary school students’ academic achievement in organic chemistry. African Journal of Chemical Education, 8(2), 49-71. https://www.ajol.info/index.php/ajce/article

• Udu, D. A. (2018b). Efficacies of cooperative learning instructional approach, learning activity package, and lecture method in enhancing students’ academic retention in chemistry. Science Education International, 29(4), 220-227. http://www.icaseonline.net/sei/December2018/p4.pdf

• Ugur, S., Abdillahi, H. H., Kutalmıs, G., & Omer, F. S. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Education, 25(3), 20-35. https://www.openjournals.library.sydney.edu.au

• Ward, P. S., & Williams, E. C. (1976). Learning packets: New approach to individualizing instruction. Parker Publishing Company.

• West African Examination Council. (2018). Chief examiner’s report. Afi Prints.

• Wilson, S. B., & Varma-Nelson, P. (2016). Small groups, significant impact: A review of peer-led team learning research implications for STEM education researchers and faculty. Journal of Chemical Education, 93(10), 1686-1702. https://doi.org/10.1021/acs.jchemed.5b00862

• Zubeyde, D. K., & Muhammed, S. G. (2014). Relationship between pre-service elementary school teachers’ meta-cognitive science learning orientations and the use of constructivists’ learning environments. International Journal of Innovation in Science and Mathematics Education, 22(6), 1-10. https://www.openjournals.library.sydney.edu.au