Effect of Group Learning Strategies on the Academic Achievement of Students in Biology in Secondary Schools in Yenagoa Metropolis, Bayelsa State.
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Effect of Group Learning Strategies on the Academic Achievement of Students in Biology in Secondary Schools in Yenagoa Metropolis, Bayelsa State.
Abstract
This study examined the impact of group learning practices on the academic achievement of biology students in secondary schools in Yenagoa metropolitan, Bayelsa state. Three objectives were raised, including: evaluating the current academic achievement level of secondary school students in biology in Yenagoa metropolis, Bayelsa state;
investigating the extent to which group learning strategies are integrated into the biology curriculum in secondary schools in Yenagoa metropolis; and comparing the effectiveness of traditional teaching methods with the impact of group learning strategies on students’ understanding of biology concepts.
A total of 77 replies were received and validated from enrolled participants, with all respondents coming from chosen secondary schools in Yenagoa. The hypothesis was investigated using the Chi-Square statistical program (SPSS).
Chapter one
Introduction
Background of the study.
Group learning tactics have received a lot of attention in the field of education as educators look for effective ways to improve students’ academic performance, especially in topics like biology. This research investigates the available literature on the impact of group learning practices on the academic performance of secondary school students in biology.
Cooperative learning is a popular group learning technique in which students work together in small groups to achieve a common goal. According to Johnson and Johnson (1989), cooperative learning promotes positive interdependence, individual accountability, face-to-face interaction, and group processing, all of which can improve students’ academic performance in biology.
Gillies (2003) evaluated the impact of cooperative learning on secondary school students’ biology performance. The findings revealed that students who participated in cooperative learning had a higher degree of understanding and recall of biological ideas than those in standard educational settings.
Peer tutoring is another group learning technique in which students play the roles of both tutor and tutee. Topping and Ehly (2001) emphasise that peer tutoring can improve academic achievements by giving students more opportunities to explain, elaborate, and clarify biological concepts.
Falchikov and Goldfinch (2000) found that students who participated in peer tutoring had higher academic accomplishment in biology, with gains in both conceptual comprehension and practical application of biological principles.
The jigsaw technique is breaking down a topic into subtopics, assigning each subtopic to a separate group, and then having groups communicate their knowledge to complete the puzzle.
According to Aronson et al. (1978), the jigsaw technique encourages cooperative learning and assures that each student becomes a “expert” in a specific area, resulting in a thorough comprehension of the overall biological concept.
Slavin et al. (1990) discovered that the jigsaw technique considerably enhanced students’ academic achievement in biology, demonstrating its effectiveness in encouraging collaborative learning and deeper understanding.
The study repeatedly shows that group learning tactics improve secondary school students’ academic ability in biology. Empirical data supports beneficial approaches such as cooperative learning, peer tutoring, and the jigsaw technique.
Incorporating these tactics into biology classrooms can help establish a collaborative learning atmosphere, thereby improving students’ grasp and recall of biological ideas.
Statement of the Problem
In Yenagoa city, Bayelsa state, secondary school pupils’ academic performance in biology is a source of worry, leading an investigation into the potential impact of group learning practices. Despite the widely acknowledged benefits of collaborative learning methodologies, there is a need to study the specific obstacles and possibilities for development within the local educational setting.
What is the present level of academic achievement in biology among secondary school students in Yenagoa metropolitan, and are there any obvious trends or discrepancies between schools?
To what extent are group learning strategies integrated into the biology curriculum in Yenagoa’s secondary schools, and are these strategies underutilised in the teaching-learning process?
How effective are standard teaching approaches in helping students develop a deep comprehension of biology ideas, and how do group learning strategies compare to these methods?
How do biology instructors in Yenagoa metropolitan perceive the effectiveness of group learning tactics, and how equipped and trained do they feel to employ these strategies in their classrooms?
To what extent can socioeconomic considerations, such as students’ economic backgrounds, influence the efficacy of group learning practices for boosting academic achievement in biology?
How actively do students participate in group learning activities, and are there any barriers that need to be addressed?
How well do group learning practices correspond with the curricular standards established by Bayelsa state’s education authority, and are there any barriers to their smooth integration?
What are the perceived or real challenges to effectively using group learning methodologies in biology education in Yenagoa metropolis secondary schools?
By answering these questions, this study hopes to provide a complete understanding of the problems and opportunities connected with incorporating group learning methodologies into the biology education landscape of Yenagoa metropolitan.
The findings will not only contribute to scholarly discourse, but will also enlighten educational officials, school administrators, and instructors on prospective improvements to the current educational framework that will benefit student academic progress in biology.
The Objectives of the study
To assess the current academic accomplishment levels of secondary school biology students in Yenagoa metropolis, Bayelsa state.
To explore the extent to which group learning practices are included into the biology curriculum in secondary schools in the Yenagoa metropolitan area.
To assess the efficiency of standard teaching methods vs the influence of group learning methodologies on students’ comprehension of biological concepts.
Research Hypotheses
H1: There are no current academic accomplishment levels of secondary school pupils in biology in Yenagoa metropolis, Bayelsa state.
H2: group learning methodologies are not fully integrated into the biology curriculum in secondary schools in the Yenagoa metropolis.
Significance of the Study
The study is significant because it aims to provide useful insights into the potential impact of group learning practices on students’ academic progress in biology. Understanding the efficacy of these tactics helps guide actions that improve overall academic performance.
Educational officials, school administrators, and teachers in the Yenagoa metropolitan can use the study’s findings to make more informed judgements about incorporating group learning practices into the biology curriculum. This knowledge can be used to influence changes in teaching approaches that will improve student learning experiences.
The study may identify areas in which biology teachers in the Yenagoa metropolis require extra training or assistance in efficiently applying group learning methodologies. This information can help professional development programs improve teacher preparedness and competence.
By investigating the impact of socioeconomic characteristics on the effectiveness of group learning methodologies, the study may help to develop targeted interventions to alleviate academic success discrepancies based on socioeconomic status.
Understanding the amount of student involvement and participation in group learning activities can help educators design more interactive and engaging learning environments. This, in turn, can lead to greater student interest and motivation in biology.
The study’s findings on the alignment of group learning tactics with curriculum requirements might help inform curriculum development and ensure that teaching methodologies adhere to recognised educational guidelines.
The findings can be used to inform future research on effective biology teaching practices. Researchers might expand on the findings to research more complex features of group learning or the viability of similar tactics in other academic subjects.
Scope of the Study
The study’s focus includes the effect of group learning practices on students’ academic progress in biology at secondary schools in Yenagoa city, Bayelsa state. The study will be limited to chosen secondary schools in Yenagoa.
Limitations of the study
Time restrictions might limit the scope and depth of a study. The brief duration of data collection and analysis may preclude a thorough examination of all important variables, and some temporal considerations may influence the study’s results.
Financial restrictions and access to modern technology can limit the ability to achieve research objectives. This has the potential to impact the size and scope of data collecting and analysis.
Sampling bias may affect the study’s conclusions if the chosen schools, teachers, or students do not represent the entire population in Yenagoa metropolitan. This could influence the results’ external validity.
Effective collaboration between teachers and students is crucial for the study’s success. A lack of involvement or excitement may have an impact on the accuracy of the data and the study’s overall effectiveness.
External influences such as educational regulations, societal events, or unforeseen occurrences may impact the study’s outcomes. These extraneous variables may not be under the researcher’s control and may introduce
Definition of Term
Group learning tactics involve students working together in small groups to attain shared educational goals. Examples include cooperative learning, group tutoring, and the jigsaw technique.
Academic achievement is based on grades, test scores, and overall performance in disciplines like biology.
Secondary schools (sometimes known as high schools) educate students aged 14-18. This study focusses on institutions that provide secondary education.
Yenagoa Metropolis refers to the urban area of Yenagoa, the capital city of Bayelsa state in Nigeria. It encompasses the centre urban region where the study is being done.
Biology education is the teaching and learning of biological concepts and principles. It includes the study of living organisms, their architecture, functions, and relationships.
Cooperative Learning is a group learning technique where students collaborate in small groups to achieve shared learning goals. It focusses on positive interdependence, individual accountability, face-to-face engagement, and group processing.
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