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Abstract
An investigation was conducted into the influence of behavioural objectives, ability and gender on students' cognitive achievement in biology. Some 730 senior secondary 2 (SS2) students from five schools participated. A pre‐test/treatment/post‐test/retention test/control group design was used. The treatment groups were: all objectives placed before text materials; objectives interspersed before paragraphs; objectives interspersed at the end of paragraphs; and all objectives placed at the end of text materials. The control group was not given objectives. Results obtained were analysed by the use of means, standard deviation, F‐test, and t‐test. Following statistical analyses, results showed that the treatment groups performed significantly better than the control group.