Effects Of Problem Based Learning And Peer-Tutoring Instructional Strategies On Biology Students' Achievement And Retention In Umuahia Education Zone
ABSTRACT
This study
set out to investigate the effects of problem based learning and peer-tutoring
instructional strategies on students' achievement and retention in Biology in
secondary schools in Umuahia Education Zone. Four research questions were posed
and four null hypotheses were tested. Quasi-experimental design was utilized.
Sixty three SSII Biology students drawn from three randomly selected secondary
schools in Umuahia Education Zone served as sample. Simple random sampling
technique by balloting was applied in choosing the schools as well as assigning
each of the teaching strategies to the sampled schools. Biology Achievement
Test with a reliability co-efficient of 0.98 and 0.89 was the instrument for
data collection. Data collected were collated and analyzed. Mean and standard
deviation was used to answer the research questions, while ANCOVA was used to
test the hypotheses at 0.05 level of significance. Results show that there was
a significant difference in academic achievement and retention of students taught
with problem based learning (PBL), peer-tutoring (PT) and those taught with
conventional method; however, students taught with problem based learning and
peer-tutoring did not differ significantly in there achievement and retention.
Also, the result shows no significant interaction effect of gender and
treatments with respect to academic achievement and retention. The study
recommended among others that Biology teachers should adopt problem based
learning and peer-tutoring instructional strategies for instructional delivery
in secondary schools.
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GRACE, C (2022). Effects Of Problem Based Learning And Peer-Tutoring Instructional Strategies On Biology Students' Achievement And Retention In Umuahia Education Zone. Mouau.afribary.org: Retrieved Nov 23, 2024, from https://repository.mouau.edu.ng/work/view/effects-of-problem-based-learning-and-peer-tutoring-instructional-strategies-on-biology-students-achievement-and-retention-in-umuahia-education-zone-7-2
CHIOMA, GRACE. "Effects Of Problem Based Learning And Peer-Tutoring Instructional Strategies On Biology Students' Achievement And Retention In Umuahia Education Zone" Mouau.afribary.org. Mouau.afribary.org, 14 Nov. 2022, https://repository.mouau.edu.ng/work/view/effects-of-problem-based-learning-and-peer-tutoring-instructional-strategies-on-biology-students-achievement-and-retention-in-umuahia-education-zone-7-2. Accessed 23 Nov. 2024.
CHIOMA, GRACE. "Effects Of Problem Based Learning And Peer-Tutoring Instructional Strategies On Biology Students' Achievement And Retention In Umuahia Education Zone". Mouau.afribary.org, Mouau.afribary.org, 14 Nov. 2022. Web. 23 Nov. 2024. < https://repository.mouau.edu.ng/work/view/effects-of-problem-based-learning-and-peer-tutoring-instructional-strategies-on-biology-students-achievement-and-retention-in-umuahia-education-zone-7-2 >.
CHIOMA, GRACE. "Effects Of Problem Based Learning And Peer-Tutoring Instructional Strategies On Biology Students' Achievement And Retention In Umuahia Education Zone" Mouau.afribary.org (2022). Accessed 23 Nov. 2024. https://repository.mouau.edu.ng/work/view/effects-of-problem-based-learning-and-peer-tutoring-instructional-strategies-on-biology-students-achievement-and-retention-in-umuahia-education-zone-7-2