Influence of Group Learning Strategy using Classroom Activities on Academic Performance among Basic 8 Science Students in Gboko Metropolis, Benue State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026520Keywords:
Basic Science, Group Learning Strategy, Classroom Activities, Academic Performance, StudentsAbstract
This study "Evaluate the Influence of Group Learning Strategies using Classroom Activities on the Academic Achievement of Basic 8 Science Students in Gboko Metropolis, Benue State." 2 research questions and 2 hypotheses guided the study. A quasi experimental, pretest post-test design was adopted for the study. A total of Basic 8 students from 30 secondary schools form the population for the study. A total of 150 students (60 males and 90 females) from 3 secondary school in Gboko metropolis selected by multi-stage sampling technique constituted the sample. One instrument namely. Basic science performance test developed by the researcher and validated were used for data collection. The reliability coefficient of the instrument was established through a pilot study using Kuder Richardson KR-21 formula which was found to be 0.82.The data collected were analyzed using mean, standard deviation and ANCOVA. The study revealed that students in the experimental group performed statistically significant higher mean scores than students in the control group. The study showed that there was gender disparity in mean academic performance when male and female students were taught using group learning strategy, and group learning strategy with classroom activities. The study also revealed that the interaction effect of gender and strategy had no significant effect on students’ academic performance. Based on the findings the study recommends among other things that Basic science teachers should use group learning strategy with classroom activities as a medium of instruction to enhance performance in Basic Science.
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