Effect of Bilingual Instruction-Mode on Pre-Service Integrated Science Teachers’ Cognitive and Practical Skill Achievements in Ecology

Nigeria is a multilingual country with diverse cultural background. The language (English) used when was British Colony still the only official and medium of instruction in Nigerian schools. purpose this study therefore to investigate effect bilingual (English English-Yoruba) instruction-mode on cognitive achievement practical skill achievements ecology among colleges education integrated science students Lagos State, Nigeria. A 2x2 pretest posttest nonrandomised quasi-experimental design adopted for study. sample comprised two hundred eighty-five year from Adeniran Ogunsanya College Education, Otto/Ijankin, Federal Education (Technical), Akoka, Lagos. Ecology Cognitive Achievement Test (ECAT) Practical Skills (EPSAT) were instruments collect data research questions null hypotheses formulated analysed mean, standard deviation t-test at 0.05 alpha level using Statistical Package Social Science (Version 23.0). Results showed that there statistical significant treatment (bilingual instruction-mode) concepts [t(283)=9.583; p<.05]. Mean score Bilingual teaching strategy (=12.669) control group scored least (=9.683) Ecology. Study finding also revealed skills [t(283)=13.917; study, recommends, inter-alia, teachers should utilize approach support tertiary institutions enhance students’ academic performance.