This study investigates the effects of prior-exposure to biology concepts on science-process-skills and performance among secondary school students in Sokoto State, Nigeria. The persistent underachievement of students in biology is linked to limited foundational knowledge, which this research sought to address. A quasi-experimental design was adopted, targeting Senior Secondary II (SSII) biology students in public schools. From the population, a sample of 120 students was selected and divided into experimental and control groups. The experimental group received structured prior exposure to biology concepts, while the control group was taught using the conventional method. Data were collected using two validated instruments: the Science Process Skills Test (SPST) with a reliability coefficient of 0.82, and the Biology Academic Performance Test (BAPT) with a coefficient of 0.87. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while independent t-tests at 0.05 significance level tested the hypotheses. Findings revealed that students exposed to prior biology concepts performed significantly better in both science process skills and academic performance compared to those in the control group. The study concludes that structured prior exposure enhances both science process skills and academic performance in biology. It is recommended that curriculum planners integrate early exposure modules into biology teaching, and teachers employ strategies that deliberately activate students’ prior knowledge to improve learning outcomes.
Musa et al. (Tue,) studied this question.
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