Abstract
This study investigated the effect of Model-Based Learning (MBL) on the development of Biology drawing proficiency among secondary school students in Birnin Kebbi Educational Zone, Kebbi State, Nigeria. The study was guided by two objectives, two research questions, and two hypotheses. A pretest–posttest quasi-experimental design was adopted. The population of the study comprised all Senior Secondary School Two (SS II) Biology students in public schools within the zone, from which a sample of 208 students was drawn, consisting of 100 males and 108 females. Data were collected using the Biology Drawing Proficiency Test (BDPT), which was validated by experts and yielded a reliability coefficient of 0.82, and data were analyzed using mean and standard deviation, while the independent samples t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed a significant difference in drawing proficiency between students taught using Model-Based Learning and those taught using the conventional teaching method, in favor of the Model-Based Learning group. Furthermore, gender analysis showed that male students performed significantly better than female students in Biology drawing proficiency. The study concluded that Model-Based Learning is an effective instructional strategy for enhancing students’ Biology drawing proficiency and recommended that Biology teachers adopt Model-Based Learning over the conventional method to improve students’ drawing proficiency and visual understanding of Biology concepts.

Keywords
Model-Based Learning (MBL), Drawing proficiency, Biology