INFLUENCE OF POST-COVID-19 STRATEGIC TEACHING-LEARNING STYLE ON ACADEMIC PERFORMANCE AMONG BASIC SCIENCE STUDENTS IN MALUMFASHI EDUCATIONAL ZONE, KATSINA STATE, NIGERIA

This study reports the findings of the research conducted on the Influence of Post-COVID-19 Strategic Teaching-Learning Style on Academic Performance among Basic Science Students in Malumfashi Educational Zone, Katsina State, Nigeria. The direction of the study was guided by two research questions and two hypotheses. It adopted descriptive survey of ex-post facto design. The population of the study consisted of 1,129 JSS 2 Basic Science Students in ten Public Junior Secondary Schools under Malumfashi Zonal Education Quality Assurance (MZEQA) in 2019/2020 academic session. Using stratified random sampling technique, 135 students from three co-educational schools in the study area were engaged. Second Term 2018/2019 Students’ performances in Basic Science and Second Term 2019/2020 Students’ performance in Basic Science were obtained for the study. The two research questions were answered using mean and standard deviations while null hypotheses one and two were tested at 0.05 level of significance using Paired z-test and Independent sample z-test respectively. The findings of the study revealed that there is significant difference between the performance of Basic science students before and after being exposed to COVID-19 teaching-learning Strategy. The findings also revealed that there was no significance difference in the academic achievement scores of male and female Basic Students before and after being exposed to COVID-19 Strategic teaching-learning Style. It was recommended that, alternative strategic teaching-learning styles should be adopted other than the conventional ones been adopted so as to prevent the negative influence of the strategies on academic achievement of the students. Also, government should try strategies like blended teaching-learning among other.