This study compared effects of cultural practice approach and lecture method as it influences the achievement of junior secondary school students’ in basic science across Delta State using specific variables (cultural practice, lecture method as independent variables and achievement as dependent variables). Three research questions and corresponding hypotheses formulated were tested (α = 0.05). Non-randomized pre and post-test, and planned variation quasi experimental design were adopted. Using a sample size of 210 basic science students from six secondary schools within the study area, Basic Science Achievement Test (BSAT) questionnaire was used for data collection with proper validity and reliability test carried out before usage. Descriptive statistics (mean ± standard deviation was carried out, while the stated hypotheses were tested using t-test and ANCOVA at 0.05 level of significance. The findings of the study include: (i) significant difference in the achievement score of students taught with lecture method and cultural practice approach (ii) significant difference in the achievement scores of male and female students taught with cultural practice approach but no significant difference in the performance of male and female students taught with lecture method (iii) significant effect of interaction between sex and method on students’ achievement. The study concluded that cultural practice approach is the most effective approach for the teaching of Basic Science and it was recommended that a review of curriculum by the education system be carried out to include cultural practice approach to equip students’ and prospective teachers in their quest for knowledge and future profession.
Onomrerhino et al. (Thu,) studied this question.