Enhancing Genetics Education: Effects of Audio-visual and Simulation-based Learning Strategies on University Pre-service Biology Teachers' Academic Achievement in Ogun State, Nigeria

Abstract

The effectiveness of traditional teaching methods in Genetics education has often been questioned,
especially as Pre-service Biology teachers struggle to comprehend abstract and complex Genetic
concepts. This study determined the Effects of Audio-visual and simulation-based strategies on
Academic Achievement in Genetics among University pre-service Biology teachers in Ogun State,
Nigeria. Hypothesis was formulated and tested at 0.05 level of significance. A pretest–posttest
quasi–experimental design was applied. A total of 90 Biology education students, comprising 45
male and 45 female participants, took part in this study. Genetics Achievement Test with reliability
at 0.79 (KR-20 = 0.79) and Guides for Instruction in Teaching and Learning of Genetics were used
as instruments for data collection. Analysis of Covariance (ANCOVA) was used for data analysis.
There was significant interaction effect of audio-visual and simulation-based learning strategies
on academic achievement in Genetics among pre-service Biology teachers in Ogun Central
Senatorial District of Ogun State, Nigeria (F(1; 67) = 17.717, p < 0.05). It was concluded that a
blended approach, incorporating both audio-visual Strategy and Simulation-based learning
strategy enhanced achievement in Genetics among university pre-service Biology teachers in Ogun
State, Nigeria. Based on the findings, it was suggested that institutions should encourage the
simultaneous use of Audio-visual and Simulation-based Learning Strategies, designing lessons
that integrate visual aids and interactive simulations for teaching Genetics.