CASCADING GROUP INSTRUCTIONAL STRATEGY AND STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN MKPAT ENIN LOCAL GOVERNMENT AREA
Abstract
This study investigated the effect of cascading group instructional strategy on biology students’ academic achievement in senior secondary schools in Mkpat Enin Local Government Area. Three research questions and three hypotheses were formulated to guide the study. The study adopted a posttest quasi-experimental research design. The population of the study consisted of 2,413 Senior Secondary Two (SS2) students in Mkpat Enin Local Government Area. The sample size of one hundred and eighteen (118) students in their intact classes was drawn from two (2) randomly selected co-educational public schools in the study area. The instrument for the study was Biology Achievement Test (BAT). The instrument was validated by three lecturers in Science Education Department. The reliability of the instrument (BAT) was determined using Kuder Richardson Reliability formula 20 (KR-20) and the reliability index was found to be 0.82. The data collected were analyzed using mean, standard deviation and independent t-test. The results revealed that there was a significant difference in the performance means scores of Biology students taught the concept of respiratory system using cascading group instructional strategy and conventional teaching strategy in favour of those taught using cascading group instructional strategy. The result also revealed that there is no significant difference in the mean performance scores between male and female Biology students taught the concept of respiratory system using cascading group instructional strategy. The result further revealed that there was a significant difference in the mean performance scores between male and female Biology students when taught the concept of respiratory system using conventional teaching strategy in favour of female students. Based on the findings of the study, it was recommended among others that Biology teachers should be encouraged to use cascading group instructional strategy in teaching Biology concepts since it improves students’ academic performance than the conventional teaching strategy.
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