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This study investigated the effects of the democratic and authoritative discourse patterns on students’ achievement in biology in Mubi educational zone of Adamawa State. The design of the study was quasiexperimental of non equivalent comparative group design. Two research questions and one null hypothesis tested at 0.05 level of significance guided the study. The sample of the study was 170 SSII biology students sampled from two co-educational schools by random sampling technique by ballot system. One intact class of 90 students was randomly selected from five classes by ballot in one school and another one intact class of 80 students was also sampled from four classes in the other school. Ninety-two students were males while seventyeight were females in the sample. The democratic discourse pattern was used in one school while the authoritative discourse pattern was used in the other, all chosen by ballot. The instrument for data collection was a Biology Achievement Test which was both face and content validated with a reliability coefficient of 0.72 established with Kuder-Richardson formula 20. Data were analyzed using mean, standard deviation and Z-test. Results reveal that there is significant difference in the mean achievement scores of students taught with democratic discourse pattern and those taught with authoritative discourse pattern in favour of those taught with democratic discourse pattern. Male and female students taught using the democratic discourse pattern performed better than male and female students taught with authoritative discourse pattern judging with their mean scores. The democratic discourse pattern enhanced students’ achievement more than the authoritative discourse pattern. It was recommended among others that teachers should use the democratic discourse pattern in teaching biology and reduce the use of authoritative discourse pattern.

Effects of Democratic and Authoritative Discourse Patterns on Students’ Achievement in Biology in MUBI Educational Zone Of Adamawa State