Effect of Group Learning Strategies on the Academic Achievement of Students in Biology in Secondary Schools in Yenagoa Metropolis, Bayelsa State.
CHAPTER ONE
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.
CHAPTER TWO
REVIEWED OF RELATED LITERATUIRE
Theoretical Framework
Cooperative learning with models in teaching and learning situation is based on constructivist theory of learning. Learning theories linked with constructivism that is very relevant in cooperative learning strategy with models is that of Lee Vygotsky (1978), namely, ‘Theory of scaffolding and its zone of proximal development’. It emphasizes on the role of active involvement in learning in relation to the child’s environment. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. This implies that the students must take some responsibility for their learning. This is because they have to be actively involved in teaching and learning process. Cooperative learning strategy with models creates enabling environment for students to learn from themselves. Therefore, while students learn by interacting with each other within the environment using cooperative learning strategy; they in addition, interact with the concrete objects. When students cooperate, they share the process of constructing their ideas, instead of simply laboring individually. (Rysavy & Sales,1991). Furthermore, in multimedia learning, people use three different methods for perceiving the world: auditory, kinetics and visual. As in other aspects of learning, most of us have developed a favourite mode of perception for learning about the world. This favourite mode affects how we learn in different situations (Felder and Silverman, 1988; Murr, 1988). Kinesthetic learning includes taste, touch, smell and feelings. Passing objects around during a lecture not only spices up the class but also incorporates kinesthetic learning. Touch can be useful for example to understand the smoothness of objects. Visual information appears to be easier to understand and place into memory than words (Kiewra, 1987).One of the basic tenets of learning theory is that learning is more thorough and is 38 retained better if multiple modes are used to input and process the information. The use of cooperative learning strategy and models is a multimedia learning strategy
Concept of Cooperative Learning Strategy
The term ‘Cooperative Learning’ refers to an instructional method in which students at various performance or ability work together in small groups toward a common goal (Gokhale, 1995). The students are responsible for one another’s learning as well as their own. Therefore, the success of one student helps another student to be successful. Through cross modeling and roleplaying, students are encouraged to draw on their individual experiences and background knowledge to create a common product. The social context created by the cooperative approach allows students to shape ideas, modify them by listening to peers, question, express doubt, and jointly design and implement plans. Slavin (1990) states that the social dividends include positive interdependence, heterogeneity, and shared visions and responsibilities. The authentic learning environment of cooperative strategies also enhances potentials for transfer to team based activities in professional practice (Johnson & Johnson, 1994). The concept of cooperative learning strategy has also been described, as a social situation in which the goals of separate individuals are so linked together that an individual can attain his/her goal only if the other persons with whom he/she is cooperatively linked to attain theirs as well.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of group learning strategies on the academic achievement of students in biology in secondary schools in Yenagoa metropolis, Bayelsa state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing effect of group learning strategies on the academic achievement of students in biology in secondary schools in Yenagoa metropolis, Bayelsa state.
Summary
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).
Conclusion
Evidence from the results of this study showed that cooperative learning strategy is effective in teaching biology. The use of this strategy enhanced students’ understanding of concepts and caused a significant improvement in their performance in biology in senior secondary schools. There was significant difference in performance between students taught biology with cooperative learning strategy and those taught with conventional lecture method. Students taught using cooperative learning strategy obtained higher test scores than those taught with conventional lecture method. There was no significant difference in performance based on gender (male and female) and school type (public or private).
Recommendation
Adopt cooperative learning teaching strategy in teaching biology to enhance students understanding.
- Endeavor to motivate students towards the learning of biology.
- Encourage students to work together and discourage independent learning strategy.
- Government should organize workshop for training of teachers on the use of cooperative learning strategy
References
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