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Data were collected using the Differential Aptitude Test (DAT), validated by three experts and tested for reliability using KR-20. Achievements were regressed on aptitude using simple and multiple linear regression. Results showed a small variance (1.1%) predicted by aptitude and a significant prediction of biology achievement, leading to recommendations for aptitude-focused assignments.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2023  \nISSN: 2394-4404  \nDifferential Aptitude As Predictor Of Secondary School Students’Academic Achievement In Biology In Onitsha Education Zone  \nAKACHUKWE, Ebele Esther  \nOKOLI Josephine Nwanneka  \nDepartment of Science Education, Nnamdi Azikiwe University, Awka  \nAbstract: The study investigated differential aptitude as predictors of secondary school students’ academic achievement in biology. Two research questions and two null hypotheses guided the study. Correlation design was adopted for the study. The population of the study was 2,461 senior secondary year two (SS2) students offering Biology in Onitsha Education Zone in 2022/2023 out of which a sample of 736 students were drawn for the study. The instrument for data collection was Differential Aptitude Test (DAT) validated by three experts. The reliability of the instrument DAT was established using Kuder-Richardson Formula 20 (KR-20) to be 0.80. The students’ achievement scores in Biology for two terms in 2021/2022 academic session were obtained from the teachers ’ score inventory and used for the study. The data obtained was analyzed using simple and multiple linear regressions. The findings of the study revealed among others that 1.1% of the variance in achievement in biology was predicted by students’ differential aptitude. Also, achievement scores in Biology were significantly predicted by students’ differential aptitude. It was recommended that teachers of biology at secondary schools should give students assignments that border on verbal and perceptual aptitudes to help them exercise these abilities and be cognitive engaged in order to improve biology achievement.  \nKeyword: differential-aptitude, achievement, biology predictor  \nI. INTRODUCTION  \nBiology is the scientific study of life. It is defined by Ezenwabachili and Okoli (2021) as a natural science with abroad scope and has several unifying themes that tie it together as a single, coherent field. Biology has gained popularity as it continues to remain the popular subject offered by both science and non-science students. The popularity of the subject is closely related to its importance. This is because, as a field of science, Biology helps us understand the living world and the ways its many species (including humans) function, evolve, and interact. Advances in medicine, agriculture, biotechnology, and many other areas of Biology have also brought improvements in the quality of life. Thus, the knowledge of Biology allows students to better understand their bodies, their resources, environment and the potential threats to them.  \nDespite the importance and popularity of Biology, students’ achievement in the subject has not improved as  \nexpected, as the percentage number of students who obtain a credit pass and above in the subject has improved as expected. The West African Examination Council (WAEC) Chief Examiner’s Report from 2012-2019 shows that apart from 2012 where 35.66% of the students passed at credit level and above, students who passed at credit level and above from 2013-15 remained below 57% . From 2016-2018, the percentage number of students who passed at credit level and above decreased from 61.68-55.10. The decreased in percentage number of students who passed at credit level and above continued to 2019 where although 55.63 passed, it represented 482,033 students as compared to 488,460 students in 2018. The insignificant improvement and continual rise and fall in the percentage of students passing the subject at credit level and above instigate a need to seek ways to improve students’ achievement in biology.  \nAchievement is the out of education, the extent to which the objectives of instruction has been met. Academic achievement is the grade of a student in an achievement test  \nInternational Journal of Innovative Research and Advanced Studies (IJIRAS) Volume 10 Issue 3, March 2023  \nISSN: 2","cbCaisqgu53pVrfF","https://ap.wps.com/l/cbCaisqgu53pVrfF","pdf",366385,"English","# Abstract\n# I. INTRODUCTION","[{\"question\":\"What does the study examine as a predictor of biology achievement?\",\"answer\":\"The study examines differential aptitude as a predictor of secondary school students’ academic achievement in biology in Onitsha Education Zone.\"},{\"question\":\"How were students selected for the study?\",\"answer\":\"The population comprised 2,461 SS2 students offering Biology in Onitsha Education Zone in 2022/2023, and a sample of 736 students was drawn.\"},{\"question\":\"How were aptitude data collected and tested for reliability?\",\"answer\":\"Data were collected using the Differential Aptitude Test (DAT), validated by three experts and tested for reliability using the Kuder-Richardson Formula 20 (KR-20), yielding a reliability of 0.80.\"}]","Differential Aptitude As Predictor Of Secondary School Students’ Academic Achievement In Biology In Onitsha Education Zone | PDF",15]