Performance and Retention Outcomes of Secondary School Students learning Nutrient Cycle Using Biology Learning Activity Package (BIO-LAP

Gender had no statistically significant effect on achievement or retention within the BIO-LAP group, indicating that the method is equally effective for male and female students. However, urban students significantly outperformed their rural counterparts in both achievement and retention, suggesting the influence of contextual factors such as access to learning resources and learning environment. The study concludes that BIO-LAP is a viable, studentcentered instructional strategy capable of improving Biology learning outcomes.

It recommends the adoption of BIO-LAP in science classrooms, continuous teacher training in activity-based instruction, and support for context-sensitive adaptations to bridge urban-rural disparities. The findings provide empirical backing for innovative pedagogies that align with national goals of improving STEM education quality and equity<br></p>