https://journals.ui.edu.ng/index.php/waje/issue/feed 2026-10-06T16:53:24+00:00 Open Journal Systems https://journals.ui.edu.ng/index.php/waje/article/view/2406 2026-10-06T16:51:23+00:00 Olufemi Abiodun Ajayi ajayioa@tasued.edu.ng Abiodun Adebowale Ojo abiodunojoade@yahoo.com Mary Moronfolu Oguntade maryfolu@gmail.com

<p>This study examined the differential effect of test preparatory aid on essay item-based achievement of secondary school students in biology in Ogun State. A 2 × 2 pretest-posttest non-randomised control group quasi-experimental research design was adopted for the study. Two intact classes (n = 71) of SSII students selected from two selected schools constitute the sample. Teacher’s instructional guide with test preparatory aid (TIGWTA) and teacher’s instructional guide without test preparatory aid (TIGWOTA) were the two stimulus instruments, while the essay achievement test in biology (EATB) (r = 0.79) was the response instrument used in data collection. However, analysis of covariance (ANCOVA) was applied to test the hypotheses postulated. Results showed a significant main effect (F = 30.746; p &lt; 0.05) of treatment on essay item-based achievement of secondary school students in biology. The results also showed no statistically significant main effect (F = 0.289; p &gt; 0.05) of gender on essay item-based achievement of secondary school students in biology. Similarly, there was no significant interaction effect (F = 0.182; p &gt; 0.05) of treatment and gender on essay item-based achievement of secondary school students in biology. It is therefore concluded that test preparatory aid is effective in fostering students’ academic achievement in biology. Teachers of biology should endeavour to adopt test preparatory aid as an instructional strategy in fostering students’ academic achievement in biology.</p>

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