Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria (Published)
This study investigated the effect of Guided Discovery method on Senior Secondary School students’ academic performance in Biology in Makurdi, Benue State, Nigeria. Two research questions were raised and two null hypotheses were formulated. The study employed a quasi-experimental design. The population comprised of 8,670 Students in all the public Secondary Schools in Makurdi Metropolis. Two schools were randomly selected using simple random sampling technique from among the public Secondary Schools in Makurdi and a sample size of 47 Senior Secondary two (SS2) students were used for the study. The instrument used for data collection was Biology Academic Performance Test (BAPT). Biology Academic Performance Test (BAPT) was validated by 3 experts in science education. The BAPT was pilot tested on intact class and a reliability coefficient of 0.79 was obtained using Kuder Richardson Formula-21 (K-R21). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using inferential statistics of independent t-test. The findings showed that, there was a significant difference between the mean academic performance scores of students taught Biology using Guided Discovery method and those taught using Lecture method in favour of those students taught using Guided Discovery method. There was no significant difference between the mean academic performance scores of male and female students taught Biology using Guided Discovery method. It was recommended among others that; Biology teachers should use Guided Discovery method for teaching Biology at the secondary school level.
Keywords: : Academic Performance, Biology, Gender, Science, guided discovery method
Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria (Published)
Citation: Msuur Tofi; Emmanuel E. Achor and Victoria I. Eje (2022) Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria, European Journal of Training and Development Studies, Vol.9 No.1, pp.32-40
Abstract: This study investigated the effect of Guided Discovery method on Senior Secondary School students’ academic performance in Biology in Makurdi, Benue State, Nigeria. Two research questions were raised and two null hypotheses were formulated. The study employed a quasi-experimental design. The population comprised of 8,670 Students in all the public Secondary Schools in Makurdi Metropolis. Two schools were randomly selected using simple random sampling technique from among the public Secondary Schools in Makurdi and a sample size of 47 Senior Secondary two (SS2) students were used for the study. The instrument used for data collection was Biology Academic Performance Test (BAPT). Biology Academic Performance Test (BAPT) was validated by 3 experts in science education. The BAPT was pilot tested on intact class and a reliability coefficient of 0.79 was obtained using Kuder Richardson Formula-21 (K-R21). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using inferential statistics of independent t-test. The findings showed that, there was a significant difference between the mean academic performance scores of students taught Biology using Guided Discovery method and those taught using Lecture method in favour of those students taught using Guided Discovery method. There was no significant difference between the mean academic performance scores of male and female students taught Biology using Guided Discovery method. It was recommended among others that; Biology teachers should use Guided Discovery method for teaching Biology at the secondary school level.
Keywords: : Academic Performance, Biology, Gender, Science, guided discovery method
Improving Students’ Achievement in Biology: The Use of Peer Tutoring (Published)
The study was carried out to determine the effects of peer tutoring on students’ achievement in Biology. The study used two modes of peer tutoring such as Class Wide Peer Tutoring (CWPT) and Reciprocal Peer Tutoring (RPT). To guide the study, three research questions were posed and three hypotheses were formulated and tested at 5% probability level. Quasi-experimental design was adopted for the study. Specifically, pretest- posttest non-equivalent control groups design was used for the study. The study was carried out in Onitsha Education Zone of Anambra State. Six out of the 32 co-educational schools in Onitsha education zone were used for the study. A total sample of one hundred and eighty (180) SSII Biology students of 2018/2019 was used for the study. The sample was drawn using stratified random sampling and simple random sampling techniques. Two instruments, a Biology Achievement Test (BAT) and a Biology Interest Scale (BIS) were used for data collection. The BAT consist of 30 multiple choice test items which were drawn from the content covered which include; adaptation, conservation of natural resources, pollution and its control and association. The instrument was trial tested on 30 students, the reliability of BAT was determined using Kuder-Richardson (K-R20) and yielded an internal consistency index of 0.83. Mean and Standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses. The findings among other things show that there was a significance different in the mean achievement score of students taught Biology using CWPT than those taught with RPT.
Keywords: Biology, Students’ Achievement, peer tutoring strategy