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Abstract
This research work is on Impact of 5E teaching cycle on attitude retention and performance in genetics among students with varied abilities in northwest zone, Nigeria. The purpose of this study was to find out the effect of the 5E learning model on the academic performance of biology students in the ecological concept, in selected college of education in Kano state. To guide this study, three research questions were raised and tested. The design of the study was a quasi-experimental repeated measure design. The samples of the study consisted of two colleges of education in Kano state. At the end of the study, the contribution of students’ science process skills to the understanding of state of matter and solubility concepts was also assessed. It was found that there was a significant contribution of science process skills to understanding of state of matter and solubility concepts. At the end of the study, the effect of gender on students’ attitudes toward biology as a school subject was investigated. It was found that there was no significant difference between males and females with respect to attitude toward chemistry. In other words, male and female students showed similarities with respect to attitude toward chemistry as a school subject at the end of the study. The interaction between gender difference and treatment with respect to students’ attitudes towards chemistry as a school subject was also investigated. No significant interaction was found.
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