COMPARATIVE EFFECTIVENESS OF PEER-LED, INQUIRY-BASED AND LECTURE INSTRUCTIONAL STRATEGIES ON BASIC SCIENCE STUDENTS’ ACHIEVEMENT AND RETENTION IN DELTA CENTRAL SENATORIAL DISTRICT
Abstract
This study examined the effects of peer-led, inquiry-based, and lecture instructional strategies on students’ achievement and retention in basic science in Delta Central Senatorial District. 5 research questions and 5 hypotheses guide the study. The pretest-posttest delayed-posttest planned variation quasi-experimental design was employed for the study. The population of the study consisted of 82,712 JSII basic science students in the 183 public secondary schools. The sample size is 292 basic science students selected from 6 public mixed junior secondary schools. The instrument for data collection, which was duly face and content validated, was the Basic Science Achievement Test (BSAT). The instrument, with a reliability coefficient of 0.79, was established using the Kuder-Richardson Formula – 21 (K-R-21). All research questions were answered using mean and standard deviation, while the hypotheses were tested at a 0.05 level of significance with t-test, and ANCOVA. The study found that; there is a significant difference in the mean achievement scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is a significant difference in the mean retention scores among students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant difference in the mean achievement scores of male and female students taught basic science using peer-led, inquiry-based and lecture instructional strategies, there is no significant interaction effect of method and gender on basic science students’ achievement, and there is a significant interaction effect of method and gender on basic science students’ retention. the study, therefore, concluded that the peer-led instructional strategy and the inquiry-based instructional strategy are more effective in enhancing basic science students’ achievement and retention than the lecture method. The study also, amongst others, recommends that basic science teachers should adopt the use of peer-led instructional strategy in teaching basic science in junior and senior secondary schools.
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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6435
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