Effect of Visualized Audio graphic Instructional Strategy on Students’ Achievement in Basic Science in Nkanu East Local Government Area

This study examined the effect of visualized audiographic instructional strategy on students' achievement in Basic Science in Nkanu East Local Government Area of Enugu State, Nigeria. The study adopted a quasi-experimental research design, specifically the pretest-posttest non equivalent control group design. The population comprised all 2,847 junior secondary school two students in the twenty-three public secondary schools in the study area. A sample of 73 students drawn from two intact classes in two co-educational schools using multistage sampling procedure was involved in the study. The experimental group was taught Basic Science using visualized audiographic instructional strategy while the control group received instruction using the conventional lecture method. The instrument for data collection was the Basic Science Achievement Test (BSAT) which consisted of 40 multiple-choice items validated by three experts and with a reliability coefficient of 0.84 established using Kuder-Richardson Formula 20. Data were analysed using mean, standard deviation, and Analysis of Covariance. The findings revealed that students taught with visualized audiographic instructional strategy achieved significantly higher mean scores than those taught with lecture method. Gender had no significant influence on students' achievement, and the interaction effect of instructional strategies and gender was non significant and disordinal. The study concluded that visualized audiographic instructional strategy is an effective and gender-inclusive approach for enhancing students' achievement in Basic Science. It was recommended among others that Basic Science teachers should adopt this strategy in their classroom practice.