Effect of Group Learning Strategies on the Academic Achievement of Students in Biology in Secondary Schools in Yenagoa Metropolis, Bayelsa State.
Abstract
This study was on a effect of group learning strategies on the academic achievement of students in biology in secondary schools in Yenagoa metropolis, Bayelsa state. Three objectives were raised which included: To evaluate the current academic achievement level of secondary school students in biology in Yenagoa metropolis, Bayelsa state, to investigate the extent to which group learning strategies are integrated into the biology curriculum in secondary schools in Yenagoa metropolis and to compare the effectiveness of traditional teaching methods with the impact of group learning strategies on students’ understanding of biology concepts.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Yenagoa. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
Group learning strategies have gained significant attention in the field of education as educators seek effective methods to enhance students’ academic achievement, particularly in subjects like biology. This study explore the existing literature on the impact of group learning strategies on the academic performance of secondary school students in biology
Cooperative learning, a widely adopted group learning strategy, involves students working together in small groups to achieve a common goal. Johnson and Johnson (1989) argue that cooperative learning fosters positive interdependence, individual accountability, face-to-face interaction, and group processing, which can significantly enhance students’ academic achievement in biology. A study by Gillies (2003) investigated the effects of cooperative learning on secondary school students’ biology performance. The results revealed that students engaged in cooperative learning showed higher levels of understanding and retention of biological concepts compared to those in traditional instructional settings.
Peer tutoring is another group learning strategy where students take on the role of both tutor and tutee. Topping and Ehly (2001) emphasize that peer tutoring can lead to improved academic outcomes by providing students with additional opportunities for explanation, elaboration, and clarification of biological concepts.
Research conducted by Falchikov and Goldfinch (2000) demonstrated that students engaged in peer tutoring experienced enhanced academic achievement in biology, with improvements in both conceptual understanding and practical application of biological principles. The jigsaw technique involves dividing a topic into subtopics, assigning each subtopic to a different group, and then having groups share their knowledge to complete the puzzle. Aronson et al. (1978) suggest that the jigsaw technique promotes cooperative learning and ensures that each student becomes an “expert” in a specific area, leading to a comprehensive understanding of the entire biological concept.
A study by Slavin et al. (1990) found that the jigsaw technique significantly improved students’ academic achievement in biology, highlighting its efficacy in promoting collaborative learning and deeper understanding.
The consistently demonstrates the positive impact of group learning strategies on the academic achievement of secondary school students in biology. Cooperative learning, peer tutoring, and the jigsaw technique are just a few examples of effective approaches that have been supported by empirical evidence. Incorporating these strategies into biology classrooms can contribute to fostering a collaborative learning environment, ultimately enhancing students’ comprehension and retention of biological concepts
Statement of the problem
In Yenagoa metropolis, Bayelsa state, the academic performance of secondary school students in biology is a matter of concern, prompting an exploration into the potential impact of group learning strategies. Despite the recognized benefits of collaborative learning approaches, there is a need to investigate the specific challenges and areas of improvement within the local educational context.
What is the current academic achievement level of secondary school students in biology in Yenagoa metropolis, and are there discernible trends or disparities across different schools?
To what extent are group learning strategies integrated into the biology curriculum in secondary schools in Yenagoa metropolis, and is there an underutilization of these strategies in the teaching-learning process?
How effective are traditional teaching methods in fostering a deep understanding of biology concepts among students, and what role do group learning strategies play in comparison to these methods?
What are the perceptions of biology teachers in Yenagoa metropolis regarding the effectiveness of group learning strategies, and how prepared and trained do they feel to implement these strategies in their classrooms?
To what extent do socioeconomic factors, such as the economic background of students, influence the effectiveness of group learning strategies in improving academic achievement in biology?
How actively do students engage in group learning activities, and are there any factors hindering their participation that need to be addressed?
How well do group learning strategies align with the curriculum standards set by education authorities in Bayelsa state, and are there any obstacles to their seamless integration?
What are the perceived or real barriers to the effective implementation of group learning strategies in the teaching of biology in secondary schools in Yenagoa metropolis?
By addressing these questions, this study aims to provide a comprehensive understanding of the challenges and opportunities associated with the incorporation of group learning strategies in the biology education landscape of Yenagoa metropolis. The findings will not only contribute to the academic discourse but will also inform educational policymakers, school administrators, and teachers about potential enhancements to the existing educational framework for the benefit of student academic achievement in biology.
Objective of the study
- To evaluate the current academic achievement level of secondary school students in biology in Yenagoa metropolis, Bayelsa state.
- To investigate the extent to which group learning strategies are integrated into the biology curriculum in secondary schools in Yenagoa metropolis.
- To compare the effectiveness of traditional teaching methods with the impact of group learning strategies on students’ understanding of biology concepts.
Research Hypotheses
H1: there is no current academic achievement level of secondary school students in biology in Yenagoa metropolis, Bayelsa state
H2: there is no extent to which group learning strategies are integrated into the biology curriculum in secondary schools in Yenagoa metropolis
Significance of the study
The study is significant as it seeks to contribute valuable insights into the potential impact of group learning strategies on the academic achievement of students in biology. Understanding the effectiveness of these strategies can lead to interventions that enhance overall academic outcomes.
Educational policymakers, school administrators, and teachers in Yenagoa metropolis can benefit from the study’s findings to make informed decisions regarding the incorporation of group learning strategies into the biology curriculum. This knowledge can guide adjustments in teaching methodologies for improved student learning experiences.
The study may highlight areas where biology teachers in Yenagoa metropolis may need additional training or support in implementing group learning strategies effectively. This information can inform professional development programs to enhance teacher readiness and competence.
By exploring the influence of socioeconomic factors on the effectiveness of group learning strategies, the study may contribute to the development of targeted interventions aimed at addressing disparities in academic achievement related to economic backgrounds.
Understanding the level of student engagement and participation in group learning activities can guide educators in creating more interactive and engaging learning environments. This, in turn, can contribute to increased student interest and motivation in the study of biology.
The study’s findings regarding the alignment of group learning strategies with curriculum standards can inform curriculum development and ensure that teaching methodologies are in harmony with established educational guidelines.
The study can serve as a foundation for future research on effective teaching strategies in biology education. Researchers can build upon the findings to explore more nuanced aspects of group learning or investigate the applicability of these strategies in other academic disciplines.
Scope of the study
The scope of the study covers effect of group learning strategies on the academic achievement of students in biology in secondary schools in Yenagoa metropolis, Bayelsa state. The study will be limited to selected secondary schools in Yenagoa
Limitation of the study
- Time Constraints:
Time constraints may limit the depth and breadth of the study. The short duration for data collection and analysis may prevent a comprehensive exploration of all relevant variables, and certain temporal factors could influence the study’s outcomes.
- Resource Limitations:
The availability of resources, including financial constraints and access to advanced technological tools, may impact the extent to which the research objectives can be achieved. This could affect the scale and scope of data collection and analysis.
- Sampling Bias:
The study’s findings may be subject to sampling bias if the selected schools, teachers, or students are not representative of the broader population in Yenagoa metropolis. This could affect the external validity of the results.
- Teacher and Student Cooperation:
The success of the study relies on the willingness and cooperation of teachers and students to participate. If there is a lack of engagement or enthusiasm, it may impact the data’s accuracy and the overall effectiveness of the study.
- External Influences:
External factors such as changes in educational policies, societal events, or unforeseen circumstances could influence the study’s results. These external influences may be beyond the researcher’s control and may introduce
Definition of term
- Group Learning Strategies:
Group learning strategies refer to instructional methods and techniques that involve students working collaboratively in small groups to achieve common educational goals. Examples include cooperative learning, peer tutoring, and the jigsaw technique.
- Academic Achievement:
Academic achievement refers to the level of success attained by students in their academic pursuits, typically measured through grades, test scores, and overall performance in subjects such as biology.
- Secondary Schools:
Secondary schools, also known as high schools, are educational institutions that provide education to students typically in the age range of 14 to 18 years. In this study, it specifically pertains to institutions offering education at the secondary level.
- Yenagoa Metropolis:
Yenagoa metropolis refers to the urban area of Yenagoa, the capital city of Bayelsa state, Nigeria. It encompasses the central urban region where the study is conducted.
- Biology Education:
Biology education involves the teaching and learning of biological concepts and principles. It encompasses the study of living organisms, their structures, functions, and interactions.
- Cooperative Learning:
Cooperative learning is a group learning strategy where students work together in small groups to achieve common learning objectives. It emphasizes positive interdependence, individual accountability, face-to-face interaction, and group processing.
REFERENCES
- Slavin, R. (1990): Cooperative learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice Hall.
- Slavin, R. (1991): Synthesis of research on Cooperative learning. Educational leadership, 48, 71-82.
- Stahl, R. (1992): From “Academic strangers” to successful members of a cooperative learning group: An inside-the-learner perspective. In Cooperative learning in the social studies classroom: An invitation to social study. Washington, D.C: National Council for the social studies.
- Stahl, R. & Vansickle, R. (1992). Cooperative learning as effective social study within the social studies classroom: Introduction and invitation. In cooperative learning in the social studies classroom: An invitation to social study. Bulletin NO. 87. Washington, DC: National Council for the social studies.
- Stevens, R., & Slavin, R. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes and social relations. American Education Research Journal, 32(2), 321-351
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