Effect of Instructional Designs on Learners’ Interest in Environmental Education Content of Junior Secondary School Basic Science and Technology

Abstract

The research investigates the impact of instructional designs on learners’ interest in environmental education content of junior secondary school (JSS) basic science and technology in Calabar Education zone of Cross River State. The research adopted a quasi-experimental approach. Specifically, the 2 x 2 factorial design was utilized. The sample included 143 respondents chosen from 5,971 students. The study utilizes a multi-stage sampling techniques involving simple random and purposive sampling approaches. Data collection tool was the "Environmental Education Contents Interest Inventory (EECII)." The instrument's internal consistency was determined using Cronbach's Coefficient Alpha, which produced a reliability coefficient of 0.84. Analysis of Covariance (ANCOVA) was utilized to test the null hypotheses at the 0.05 level of significance, while mean and standard deviation were employed to evaluate the data in order to answer the research objectives. The findings revealed that instructional designs, effectively enhanced learners’ interest in environmental education (EE) contents the subject area. Also, learners’ interest in EE contents was significantly influenced by their gender. Among other things, it was suggested that in order to increase learners’ interest in EE contents, basic science and technology teachers be urged to use the ADDIE and Isman instructional designs.