Boosting Student Achievement in Basic Science with Innovative Technology-Enabled Assessment Package

Abstract

The persistent decline in junior secondary school students’ performance in Basic Science in Nigeria underscores the need for innovative instructional strategies. This study examined the impact of the Innovative Technology-Based Assessment Learning Package (ITBALP) on the achievement of JSS Two students in Ibadan, with gender as a moderating variable. Grounded in constructivist learning theory, the study used a quasi-experimental pretest-posttest control group design across six schools, with 150 students randomly selected. Schools were assigned to three groups: ITBALP with feedback and remediation (FR), ITBALP with feedback only, and a control group taught using conventional textbook methods. The Basic Science Achievement Test, validated with Cronbach’s alpha (r = 0.79), served as the instrument. Data were analyzed using ANCOVA at p = 0.05, and assumption checks confirmed robustness. Results showed a significant main effect of treatment on achievement (F(2,131) = 294.4, p < 0.05), with the FR group achieving the highest mean score (x̅ = 82.30), followed by the feedback group (x̅ = 63.04), and the control group (x̅ = 32.10). Gender had no significant main effect, and there was no treatment-by-gender interaction, indicating that ITBALP benefits both male and female students equitably. The findings underscore the value of integrating technology-enabled assessment with feedback and remediation to foster active, self-paced learning and improve science achievement. The study contributes to knowledge by operationalizing constructivist principles through digital assessment tools, offering evidence-based recommendations for teachers, curriculum planners, and policymakers to strengthen inclusive science education in Nigeria.