The Effect of Group Learning strategy and Academic Achievement of Students in Basic Science
The Effect of Group Learning strategy and Academic Achievement of Students in Basic Science
Abstract:
The study was conducted to examine the effect of Group Learning strategy and Academic Achievement of Students in secondary schools in Abak Local Government Area of Akwa Ibom State. To achieve the specific objectives of the study, two research hypotheses were formulated and tested. The literatures related to the study were review. The population of the study constituted of two thousand three hundred and fourteen (2,314) junior secondary two (SS2) students from ten (10) public secondary schools in Abak Local Government Area.
The sample size employed In the study were two hundred (200) junior secondary two (JS2) Basic Science students in four intact classes in five (5) selected schools out of ten (10) public secondary schools in the study area. The Basic Science Performance Test (BSPT) was used as the instrument for data collection while the quasi-experimental research design was adopted in the study. The independent t-test statistical method was adopted to analyze the data collected and the result was tested at 0.05 levels of significance.
Findings revealed that there is a significant difference on academic achievement of students who learn using Group Learning strategy and those who learn using individual method in Basic Science in secondary schools in Abak Local Government Area. Findings also revealed that the boys scored slightly higher than the girls but there was no significant difference in academic achievement of male and female students who learn using group method in Basic Science in secondary schools in Abak Local Government Area.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The quest for quality in education in nations throughout the world is the foundation for qualitative development. The quality, philosophy and principles have become central to international educational reforms as every nation seeks quality products and services through educational renewal and school instruction (Caldwell, 1985 in Akpan Uwandu & Ekanem (2013). This has given rise to the experimentation of several teaching and learning strategies which are aimed at improving academic performance of the students in terms of their ability to contribute meaningfully to the economy of their nations.
The quest for effective educational strategies has been a central theme in educational research for many years, particularly within the domain of science education. Basic science, encompassing fundamental principles of biology, chemistry, physics, and earth sciences, is critical for students’ understanding of the natural world and for fostering scientific literacy. Within this context, group learning, also known as cooperative or collaborative learning, has garnered significant attention as a strategy that can potentially enhance academic achievement in basic science (Johnson & Johnson, 1999).
Group learning involves students working together in small groups to achieve shared learning objectives. This approach is grounded in social constructivist theories, particularly those of Vygotsky (1978), who posited that cognitive development is significantly influenced by social interaction. According to Vygotsky, learning is a socially mediated process, and knowledge is constructed through collaborative efforts with peers. This theoretical framework supports the idea that group learning environments, where students engage in discussion, problem-solving, and cooperative tasks, can lead to deeper understanding and retention of scientific concepts.
Empirical studies have demonstrated the efficacy of group learning strategies in enhancing academic performance across various subjects, including basic science. For instance, research by Johnson, Johnson, and Stanne (2000) found that students engaged in cooperative learning consistently outperformed their peers in individualistic and competitive learning settings. This meta-analysis of 164 studies revealed that cooperative learning methods were associated with higher levels of academic achievement, greater retention of information, and improved reasoning skills.
In the context of basic science education, group learning strategies have been shown to be particularly effective. Studies have indicated that cooperative learning can enhance students’ understanding of complex scientific concepts, improve their problem-solving abilities, and increase their motivation to learn science (Springer, Stanne, & Donovan, 1999). Furthermore, group learning fosters essential skills such as critical thinking, communication, and teamwork, which are vital for success in scientific fields and in the 21st-century workforce (Gillies, 2016).
The Effect of Group Learning strategy and Academic Achievement of Students in Basic Science
Despite the documented benefits, implementing group learning strategies in the classroom presents certain challenges. Effective group learning requires careful planning and facilitation by educators to ensure that all students are actively engaged and contributing to the group’s success (Johnson & Johnson, 2009). Additionally, factors such as group composition, task structure, and the nature of the learning activities can significantly influence the outcomes of group learning (Cohen, 1994).
In the context of this study, the focus is on examining the impact of group learning strategies on the academic achievement of students in basic science. This study aims to explore how group learning influences students’ understanding of basic science concepts, retention of knowledge, and overall academic performance. By investigating these aspects, the study seeks to contribute to the body of knowledge on effective teaching strategies in science education and provide insights into best practices for enhancing student learning outcomes in basic science.
Educators have evolved some strategies which can help the students to construct knowledge. These strategies may not be used independent of the teacher thus it can be combined with any teaching method to attain stated objectives. Some of these strategies include Team Teaching, Concept Mapping, Co-operative Learning, Peer Tutoring, etc. They have been employed in different subject areas and to diverse set of students with varied outcomes.
Group learning is one of the strategies of learning, which are students centered and aimed at making the students use their abilities to construct knowledge. To cooperate simply means working together towards achieving the same aim or goals for common interest. Group therefore pictures ones willingness to assist or help in solving problems in a joint effort often time the teaching/learning system has been seen to be one sided on the grounds that only the teachers do the talking while learners sit and listen.
But recently, the teaching/learning process has been made to be learners centered especially in the area of science/social science by introducing new teaching methods that involves the learners. According to Akpan (2008), activity based method of teaching are the best in getting individual learners into active participation with classroom situation. Here Akpan looks at learning as an individual thing which can only take place when the learners are involve as one cannot learn for another and without being present in the class to be instructed.
Furthermore, the fact that some learners are faster than others makes learning in the general or conventional classroom to suffer some setbacks. To carry everyone along the teacher must often time share learners into groups to work together on a given learning material to achieve a common goal. This is referred to as group learning. For learning to be effective in these groups, some strategies must be put in place by the teacher who will act as the supervisor.
Understanding the relationship between group learning and academic achievement in basic science is particularly relevant in light of ongoing educational reforms aimed at improving science education. As educational institutions strive to prepare students for the demands of a rapidly changing world, the adoption of innovative and effective teaching strategies becomes increasingly important. This study aims to shed light on the potential of group learning as a powerful pedagogical tool that can contribute to achieving these educational goals.
1.2 Statement of the Problem
Despite the well-documented benefits of group learning strategies, there remains a significant gap in understanding their specific impact on academic achievement in basic science among students. Basic science is a critical component of the educational curriculum, as it provides foundational knowledge essential for advanced scientific studies and fosters scientific literacy necessary for informed citizenship.
However, students often find basic science challenging due to its abstract concepts and the need for strong analytical and problem-solving skills. Traditional instructional methods, which emphasize individual learning and rote memorization, have been criticized for failing to engage students deeply and for not promoting the critical thinking and collaborative skills essential in the 21st-century scientific landscape (National Research Council, 2007). This study aims to address the need for effective teaching strategies that can enhance students’ understanding and achievement in basic science.
Current research suggests that group learning strategies could be particularly beneficial for improving academic outcomes in basic science. Cooperative learning environments enable students to engage in meaningful dialogue, share diverse perspectives, and collaborate on complex problems, thereby deepening their understanding of scientific concepts and fostering a more positive attitude towards science (Johnson & Johnson, 1999). Nevertheless, empirical studies specifically focusing on the impact of group learning in the context of basic science education are limited and often yield inconsistent results.
Some studies report significant improvements in students’ academic performance and engagement, while others find minimal or no impact, suggesting that the effectiveness of group learning strategies may be influenced by various factors such as group composition, task complexity, and the teacher’s role in facilitating the process (Springer, Stanne, & Donovan, 1999). This inconsistency underscores the necessity for more targeted research to determine the conditions under which group learning is most effective in basic science classrooms.
The Effect of Group Learning strategy and Academic Achievement of Students in Basic Science
Moreover, the practical challenges associated with implementing group learning strategies in diverse classroom settings have not been adequately addressed. Teachers often face difficulties in managing group dynamics, ensuring equal participation, and designing tasks that are appropriately challenging yet achievable for all students (Cohen, 1994). Additionally, there is a need to investigate how different group learning models can be adapted to accommodate various educational contexts and student needs.
Without a comprehensive understanding of these factors, the potential of group learning strategies to enhance academic achievement in basic science remains underutilized. This study seeks to fill this gap by exploring the specific impact of group learning on students’ academic achievement in basic science, identifying best practices for effective implementation, and providing evidence-based recommendations for educators. By doing so, it aims to contribute to the development of more effective science education practices that can better prepare students for future scientific endeavors.
1.3 Purpose of the Study
The purpose of the study was to investigate the effect of Group Learning strategy and academic achievement of students in Basic Science in Abak Local Government Area. Specifically the objectives of the study are:
- To examine the differences in the academic achievement of students between those exposed to group learning and those exposed to individual learning.
- Investigate the influence of group learning on academic achievement of male and female students.
1.4 Significance of the Study
The study will be significant to student’s teachers, parents and the general public in the following ways:
- Students will become hard working wherever they find themselves so as to learn properly at all times;
- Parents will understand that there are factors that can hinder their wards from performing better.
- Teachers will always be conscious of individuals’ abilities before sharing them to work groups.
- This research finding will serve as reference material for further relevant researches in the area.
1.5 Research Questions
The following research questions were raised to guide the study:
- To what extent does the academic achievement of students differs between those exposed to group learning and those exposed to individual learning?
- To what extent does the academic achievement of male and female students differs when exposed to group learning?
1.6 Research Hypotheses
The following research hypotheses were formulated to guide the study:
Ho1: There is no significant difference in academic achievement of students who adopt group learning and those who adopt individual learn
Ho2: There is no significant difference in academic achievement of male and female students exposed to group learning
1.7 Limitation of the Study
In conducting a research study of this kind, there are bound to be some challenges. Thus, some of the challenges encounter in the course of this study is as follows:
- Time constraint: time duration allowed for the completion of this research work could not be enough for the research to have a wider scope. Hence some schools were sampled and student out of all the schools in the area.
- Financial problem: this constituted one of the major limitations to the researcher especially as the researcher had to source for relevant materials on the topic and visit the sampled schools under the investigation for data collection.
- Insufficient references materials: this also was a problem as the researcher needed enough relevant literature on the topic.
1.8 Delimitation of the Study
This research work was restricted to group learning and academic achievement of students in secondary schools in Basic Science in Abak Local Government Area.
1.8 Definition of Terms
The following key concepts were defined as used in the study:
Group Learning: This is the learning together in a small group of five or less than five.
Individual Learning: This is a learning method which the students are allowed to learn individually.
Academic Achievement: This is the score of students in Examinations or test.
