Relationship between STS approach, scientific literacy, and achievement in biology
Abstract This study set out to investigate the relationship between STS approach, scientific literacy (SL), and achievement in biology. A quasi‐experimental design of the nonequivalent group was employed. Four secondary schools, eight teachers, and 246 students from Nigeria were involved in the study. Two classes were randomly selected from each school and assigned to either the experimental or control group. Two instruments were used to collect data: an Achievement Test on Reproduction and Family Planning and a SL Scale. Results showed that there is no relationship between SL and achievement in biology. The split‐wise posttest regression showed a weak positive relationship between SL and achievement in biology for the experimental group and a no relationship for the control group. However, STS approach mediated between SL and achievement to effect a slightly stronger significant positive relationship. The slope of SL was greater when we controlled for instruction showing that the relationship between SL and achievement is not spurious when instruction is taken into account. We therefore conclude that STS approach might be affecting other variables in the science classroom that in turn affect achievement in the sciences. © 2002 Wiley Periodicals, Inc. Sci Ed 87: 31–39, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10012