The Impact of Group Learning Strategy on the Academic Achievement of Students in the Sciences
Abstract
The methodology used in any teaching-learning process is significant. The teaching approach can either enhance or hinder the learning process. Unfortunately, Secondary school science teachers employ a range of teaching strategies which have not improved learning outcomes to teach science-related subjects. As a result, the primary objective of this study is to determine how group learning techniques impact students' academic performance in scientific classrooms. The study used a non-randomization pretest, post-test control group quasi-experimental research design. The study's sample included 120 people from senior secondary school 2 (SSS 2) classes that were complete, with the target population being the full public Secondary School Science Two (SSS 2) student body in Ikere Ekiti LGA. The 50-item Science Achievement Test (SAT), developed by the researcher, served as the study's instrument. Four research questions and four research hypotheses served as the study's guiding principles. The study questions were answered, and the hypotheses were tested using a student's t-test with an alpha-level coefficient of 0.05. According to the study's findings, both groups were comparable before the experiment started, and the experimental group's learners performed better than those in the control group following the trial. The group learning technique fared better with female students than it did with their counterparts in the traditional group. Regarding academic achievement, there is no appreciable difference between male students taught using a group learning methodology and those taught using a conventional teaching style. Based on the study's findings, it was recommended, among other things, that all secondary school science and math classes should be taught using group learning strategies.
Keywords
Impact, Group Learning Strategy, Academic Achievement, Science Students