Impacts of Behaviour Change Communication as Teacher’s Method, on Academic Performance of Selected Junior Secondary Schools Students in Bida Metropolis of Niger State, Nigeria

Abstract

The study accessed the impacts of Behaviour Change Communication
as a Teaching Method, on academic performance of selected secondary
schools students in Bida Metropolis of Niger state. The main objective
of the study is to analyse, the effect of behaviour change communication
during teaching and learning in a class room situation and how it can
influenced academic performance of the students. A Quasi-Experimental
method research (post test only group) design is employed. With a
study population of three thousand (3000) students selected from Umaru
Sanda Junior Day Secondary School, Bida, College of Arts and Islamic
Junior Day Secondary School, Bida, and Kuchita Junior Day Secondary
School, Bida, Darachita Junior Day Secondary School, Bida. The Study
sample comprises of three hundred and fourth one (341) respondents
(163 males and 178 females) students using Purposive and stratified
random sampling Techniques in drawing from three (4) schools. Data
were collected through the administrations of a Self developed
Questionnaire by the researcher known as Test of Effectiveness of
Behavioural Change Communication Teacher’s method Questionnaire
(TEBCCTMQ), The instrument was validated by experts and reliability
coefficient of 0.70 is obtained using Split-half method. Two research
Questions and corresponding Hypotheses formulated and tested at a
significant level of 0.05. The finding of the study accept hypothesis that
there is significance effective on the use of BCC as a teacher’s method of
teaching ( tcal = 1.291< tcri =1.9679; df = 329; p >0.05). It also accepts the
hypothesis that there is no any significant improvement in the academic
performance of students taught using BCC as a teacher’s method of teaching. ( tcal = 0.148< t cri 3.01; df = 328; p< 0.05). Recommendations
were profound that BCC as a teacher’s method is to determine the
quality and effectives use of IM as the best means of adding value and
impacting relatively change in behaviour among students in teaching of
Behavioral related problems and improving the academic performance
of Secondary school Students.