Home Practices Analogy Model (HPAM) As A Teaching Strategy for Enhancing Students’ Interest and Achievement in Biology in Calabar South Local Government Area.
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The study examined the impact of employing the home practices analogy model (HPAM) to enhance students' interest and academic performance in Biology in Calabar South L.G.A., Cross River State. Two research questions and hypotheses guided the quasi-experimental pre-test post-test non-equivalent design. The study involved 81 SS1 students from two intact classes randomly assigned to experimental and control groups out of a population of 310 students in seven Government-owned secondary schools. Data were collected using the Biology Achievement Test (BAT) and Biology Interest Inventory (BII), both with established validity and reliability coefficients of 0.86 and 0.78, respectively (using Kuder Richardson). Mean and standard deviation were utilized to address the research questions, while Analysis of Co-variance tested the null hypotheses. The results demonstrated that the experimental group displayed higher interest in the taught concepts, leading to improved academic performance compared to the control group. This finding suggested that employing familiar phenomena facilitated better understanding of the concepts, enhanced interaction with the learning environment, and facilitated knowledge retention. Based on the findings, the researchers recommended the implementation of activity-based, child-centred, and analogy models for effective teaching and enhanced academic performance in Biology.
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