[01] Ariyo Beatrice Oluwatoyin, Department of Science Education, Faculty of Education, Ekiti State University, Ado Ekiti, Nigeria. [02] Monogbe Tunde Gabriel, Department of Finance and Banking, Faculty of Management Sciences, University of Port Harcourt, Choba, Nigeria.

This study investigated the effects of two innovative teaching strategies i.e. Kolawole’s Problem Solving and the use of Lab-less Kit strategies on the academic performance of secondary school students in Biology in Ekiti-State. It also examined the interactive effects of gender and location on performance of students exposed to two strategies. The study adopted quasi–experimental pre-test/post-test research design. Two hundred and nine students were selected for the study. Kolawole’s Problem Solving strategy and Lab-less kits were used as treatment. The instrument used for the study was Biology Achievement Test, Analysis of Variance, Analysis of Covariance and Post Hoc analysis were used to analyse data collected. The study revealed that there were significant difference between the mean pre-test and post-test score of the experimental groups and control group in which the experimental groups performed better; it also indicated no gender and location influence in the use of Kolawole’s Problem Solving strategy and lab-less and students’ performance. Based on the findings of the study, it is recommended among others that Government should provide Lab-less Kits to secondary schools in the State. Also, Biology teachers should be given adequate orientation through workshops and seminars to update their knowledge in the use of Kolawole’s Problem Solving strategy and Lab-less Kit strategies in teaching.

Kolawole Problem Solving Technique, Lab-Less Kits, Conventional Laboratory Technique

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