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EFFECT OF GROUP-BASED TEACHING STRATEGY ON THE ACADEMIC ACHIEVEMENT OF SCIENCE BASED SUBJECTS IN SECONDARY SCHOOLS IN KHANA LOCAL GOVERNMENT AREA OF RIVERS STATE
ABSTRACT
The study examined the effect of the group-based learning strategy on students’ performance in Basic Science using a quasi-experimental, randomized control group design in public secondary schools in Khana LGA, Rivers State. The sample comprised 113 JSS II students from two intact classes in two selected schools. The experimental group was taught using the group-based learning method, while the control group received conventional lecture instruction. Data were collected using the validated Basic Science Achievement Test (BSAT), which demonstrated a reliability coefficient of 0.71. Two research questions and corresponding hypotheses guided the study. Descriptive statistics (mean and standard deviation) were used to answer the research questions, and ANCOVA tested the hypotheses at a 0.05 significance level. The results indicated that students taught with the lecture method slightly outperformed those in the group-based learning group, and no significant gender differences were observed. The study concluded that group-based learning was not more effective than traditional lectures in enhancing Basic Science achievement, recommending targeted teacher training for effective implementation.
KEYWORDS: Group-based, Academic achievement, Teaching Strategy, Secondary School.
Joseph Endurance Ayibatonye AND Mgbomo, Tubonemi
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