ABSTRACT
This study was designed to determine the effect of Peer Tutoring Instructional Strategy on the Interest, achievement, and retention of Senior Secondary School Slow learners in Biology. Six research questions and six null hypotheses guided this study. The study adopted a non randomized Pre-test, Post-test quasi-experimental design. The study was carried out in two co-education secondary schools in Aba Education Zone of Abia State. The population of the study consisted of 2993 senior secondary two students (SS2) offering Biology in Abia State and the sample consisted of 77 identified slow learners from two randomly selected intact classes in the sampled schools. The two intact classes of approximately 50 students each were assigned to experimental group and control group randomly. The experimental group was exposed to Peer Tutoring Instructional Strategy while the control group was exposed to Conventional Teaching Method. Data for the study were collected through two instruments: Biology Achievement & Retention Test (BART) and Biology Interest Rating Scale (BIRS). Data for the study were analysed using mean, standard deviation and analysis of covariance (ANCOVA) statistics. The null hypotheses were tested at .05 level of probability. Findings of the study revealed that the Slow Learners in the Experimental Group achieved better in Biology than the slow learners in the Control Group. However there was no significant difference in the mean interest and achievement scores of Slow Learners taught in the Experimental Group and those taught in the Control group. The study also revealed that there was no significant difference in the achievement and interest of male and female slow learners taught in the Experimental Group and those taught in the Control group. but there was a significant difference between the mean Retention scores of male and female slow learners taught Biology concepts in the Experimental Group and those taught in the Control group with those taught in the Experimental group having higher mean gain. Based on the findings of the study, it was recommended that Biology teachers should endeavour to develop and adopt Peer Tutoring learning strategy as it would enhance overall interest, retention and achievement as well as help reduce gender gap in Biology. Regular sensitization workshop should be organized by the different professional bodies such as STAN to retrain Biology teachers on the development and use of Peer Tutoring Instructional Strategy.
TABLE
OF CONTENTS
Title
page i
Declaration
ii
Certification iii
Dedication iv
Acknowledgement
s v
Table
of contents
iv
List of tables
viii
List of Figures
Abstract x
CHAPTER 1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 10
1.3 Purpose
of the Study 11
1.4 Research Questions 11
1.5 Hypotheses 12
1.6 Significance of the Study
13
1.7
Scope of the Study
14
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual
Framework
16
2.1.1 Concept of interest
16
2.1.2 Concept of achievement
18
2.1.3 Concept of retention 19
2.1.4 Concept of
gender
20
2.1.5 Concept of
peer tutoring 21
2.1.6 Concept of slow learners
29
2.2 Theoretical Framework 34
2.3 Empirical Studies 39
2.4 Summary of Literature Review 48
CHAPTER
3: RESEARCH METHODOLOGY
3.1 Design of the Study 49
3.2 Area of the Study 49
3.3 Population of the Study 50 3.4 Sample size and Sampling Technique 50
3.5 Instrument for Data Collection 51
3.6 Validation of the Instruments: 52
3.7 Reliability of the Instruments 52
3.8
Method of Data Collection 53
3.8.1 Experimental procedure 53
3.8.2 Treatment
procedure 55
3.8.3 Control
of extraneous variables 56
3.9
Method of Data Analysis 57
CHAPTER 4: RESULTS AND
DISCUSSION
4.1 Results 58
4.2
Summary of the Findings 71
4.3. Discussion of Findings 72
CHAPTER 5: CONCLUSION AND
RECOMMENDATION
5.1.
Conclusion 76
5.2. Educational Implication of the
Findings 76
5.3. Recommendations 77
5.4. Limitations of the Study 78
5.5. Suggestions for Further Study 78
5.6. Summary of the Study 78
References 81
Appendices
LIST OF TABLES
1: Pre-test and post-test interest scores of
slow learners taught
Biology concepts in the experimental group
and those taught
in the control group 58
2: Pre-test and post-test achievement scores
of slow learners taught
Biology concepts in the experimental group
and those taught in
the control group 59
3: Retention scores of slow learners taught
Biology concepts in the
experimental group and those taught in the
control group 60
4: Interest scores of male and female slow
learners taught Biology
concepts experimental group and those taught in the control
group 61
5: Achievement scores of male and female slow
learners taught Biology
concepts in experimental group and control
group 62
6: Retention scores of male and female slow
learners taught Biology
concepts in experimental group and control
group 64
7: Analysis of Covariance of mean Interest
scores of slow learners taught
Biology concepts in the experimental group
and the control group 65
8: Analysis of Covariance (ANCOVA) of
mean achievement scores of
slow learners in the experimental group
and the control group 66
9: Analysis of Covariance (ANCOVA) of
mean retention scores of
slow learners in the experimental and the
control group 67
10: Analysis of Covariance (ANCOVA) of male and
female
interest scores in Biology 68
11: Analysis of Covariance (ANCOVA) of male and
female
achievement
scores in Biology 69
12: Analysis of Covariance (ANCOVA) of male and
female
retention
scores in Biology 70
LIST OF FIGURES
1. Relationship
between teaching strategy (peer tutoring), academic
achievement, retention and interest among slow
learners as
articulated by the researcher 34
2. Schematic
representation of Piagiet’s Theory of
Cognitive Development 37
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Biology could be seen as a natural science
that focuses on the detailed investigation and examination of life and living
organisms, their structures, functions, growth, evolution, distribution,
identification and taxonomy. Similarly, Biology is also regarded as an
experimental subject that involves the study of plants and animals.
In Nigeria, the secondary school Biology
curriculum is designed, to continue students’ investigation into natural
phenomena, broaden students’ understanding and interest in Biological sciences
and to motivate students’ ability and strength towards application of
science-related knowledge to day to day life activities (Federal Ministry of
Education, 2009). Biology is a science of life which attracts the greatest
participation of various profession and disciplines in both Science oriented
and Arts based students (Agboghoroma & Oyovwi, 2015). On this basis,
Biology has a very high enrolment of students in the West African Senior
Secondary Certificate Examination (West African Examination Council, 2011)
compared to any other subject. The objectives of the Nigerian Curriculum for
Senior Secondary School Biology are to empower students to acquire good
experimental and mastery in Biology; vital and relevant knowledge of Biology,
potentials to put into use the systematic acquired understanding of day to day
life challenging activities in matters bothering on individual and societal
health and agriculture; interesting and functional scientific influence. In
achievement of the above stated aims/goals of Biology curriculum, the overall
contents and context of the curriculum review vital emphasis on field studies,
guided scientific discovery, laboratory techniques and skills in line with
conceptual attitude (Federal Ministry of Education, 2009).
To
achieve these outstanding objectives of the Biology curriculum, emphasis should
be placed on the teaching and learning strategies as to allow students develop
their highest potential (Pratoomton, 2011). Agboghoroma and Oyovwi (2015)
reviewed that Biology facilitates a platform for educating students to develop
potentials to put into practice science concepts and fundamental attributes in
tackling day to day life issues. With the dynamic knowledge explosion across
the world through the internet, knowledge on Biological sciences has been
expanded as well. There are contemporary advancement recorded in the area of
Ecology, Biochemistry, Genetics, Molecular Biology and Physiology that have
constituted the subject (Biology) a central focus in most human activities.
Also, problem of Pollution, Radiation, Diseases, Family life, Hygiene, Food
scarcity, Management/Conservation of Natural Resources, Biotechnology and
Ethics are not excluded from the increasing advancement.
Biology
is a fundamental science subject taught at senior secondary level. Students are
expected to pass Biology with a minimum credit as a pre-requisite for offering
admission into tertiary institutions to pursue any science-based programs such
as Medicine, Pharmacy, Micro-Biology, Teaching, Nursing and so on. Based on
this, a good knowledge of Biology is needed for one to become a professional in
most science related disciplines. Despite the relative popularity of Biology,
compared to other science subjects, it is very disheartening to note that
students’ performance in the subject in internal as well as external
examinations has remained consistently poor over the years (WAEC, 2014 -2018).
WAEC Chief Examiners report of 2015 and 2016 on the Senior Secondary School
Certificate Examination (SSCE), revealed that students’ performance in Nigeria
show low academic achievement in Biology.
Research
has also shown that the increased high rate of failure in Biology examinations
is due to poor standard of teaching (Tyler, 2003). Plants topics such as anatomy,
physiology, morphology or functions remain firmly and disproportionately among
the least often attempted and most poorly answered questions at both advanced
and ordinary levels (WAEC Chief
Examiners’ Report 2014). In 2013 examination papers, it was recorded
that candidates confuse similar spelled terms in this Biology concept
(flowering plant) like ‘endotherm’/’endoderm’ and ‘ectotherm’/’endoderm’.
Furthermore, students experience difficulty in cutting longitudinal section of
a flower in order to expose the reproductive parts and transverse sections of a
fruit to expose the ovary. Also it was reported that students drew poorly and
without scale (WAEC Chief Examiners report 2016). The findings of West African
Examination Council (WAEC) on the Senior Secondary School Certificate
Examination (2013-2016) and National Examination Council, (2015-2018) on
students’ achievement in Nigeria revealed low academic achievement in Biology.
According to the statistics section of West African Examination Council (WAEC)
National office Onikpanu, Lagos Nigeria, the following distribution of the
students’ performance in May/June Senior Secondary Certificate
Examination(SSCE) in Biology in Nigeria, from 2012-2016 shows that percentage
(%) of students who scored credit (C) and above were as follows; 2012 is equal
to 38.82,2013 is equal to 40.28, 2014 is equal 37.59, 2015 is equal to 35.19 and 2016 is equal to 47.48.
Also a careful study of the West African Examination Council Chief Examiners
Report presented at the 60th anniversary conference of the Science
Teachers’ Association of Nigeria (STAN)
in Port Harcourt from 14th to 19th August 2017
reveals that students’ performance in 2015 and 2016 was poor.
The
persistent poor performance in Senior Secondary School Certificate Examination
in Biology is causing some concern among Biology teachers, school
administrators, parents and the general public at large. Biology educators have
put up noble efforts aimed at identifying the major problems associated with
teachers and their interaction with students in the Biology classrooms in the
nation’s schools. According to Nwagbo and Obiekwe (2010), several factors were
identified that contribute to the level of difficulty in obtaining desired
result in Biology. These include teacher factors such as; teaching methods,
shortage of qualified teachers and poor delivery of content; School factors
such as inadequate facilities, school setting (location), equipment, lack of
instructional aids and large students to teachers’ ratio and Students’ factors
such as ability to learn, rate at which to learn and understand.
The
rate at which students learn differ. Some learn very slowly while others learn
very fast as noted by Atadoga and Lakpini (2013). Based on the rate at which
students learn, Borah (2013) identified and classified learners into the
following categories: (i) Fast/ Gifted, which represents efficient students
that is students who make good, thorough and careful use of time, energy and
resources. (ii) Smart/Bright, which represents the efficient and effective
students that is those students who exhibit high intellectual knowledge and can
also be resourceful even as learners. (iii)Average, which represents the not
too fast or too slow; these are students who are neither very good nor bad
academically, rather they belong to the middle of all others in the same
category. (iv) The Slow learners: These are students with below average ability
who actually have difficulty in coping with academic demands in the regular
classroom. Slow learners are students who are too slow in acquiring skills and
are often ignored by others. They are dull, lazy and inept in the school
setting. They lack the tendency and power to compete with others not only in
academics but also in social, emotional, and psychological well-matters. They
are typically not desirable for special educational services because they do
not have mental retardation, hearing difficulties (such as deafness, speech or
language impairments), visual impairments (blindness), serious emotional disturbances,
orthopaedic impairment nor traumatic brain injury and so on.
According
to Khan (2008), a number of issues like lack of emotional growth, lack of
secure environment and family problems account for slow learning. It is vital
and necessary for teachers to be conscious of this range of issues that can
cause a child to be considered a slow learner. Slow learners may have
experienced negative past learning experiences and consequently lost interest,
or they may be affected by inadequate learning strategies adopted by teachers
in the classroom. Thus research in science education has persisted to seek
better ways of teaching Biology in order to promote meaningful learning process
and identify causes of repeated failures at the Senior Secondary Certificate
Examination (Agboghoroma & Oyovwi, 2015).
Teaching
of science, in general, and Biology in particular requires making necessary
provisions for students’ active participation in the instruction process so
that they will be able to connect scientific theories and concepts to real
purpose and practices in the world in which they live (Azubuike, 2012).
Unfortunately, most teaching methods are concerned with the teacher being the
controller of the learning environment (Ugwu, 2014). For instance, the expository
method of teaching used in teaching Biology entails a verbal presentation of
scientific facts, concepts, and principles to learners. The teacher focuses the
students’ attention on the key points in the lesson and may use graphs and
diagrams to elaborate on the subject matter (Okoli & Egbunonu, 2012). The
predominant use of expository method does not always enhance the understanding
of Biology concepts by secondary school students. This is because, it is
teacher -centred and does not take care of individual differences among
learners and also does not actually involve the learners in the process of
learning (Ugwu, 2014). Learners exposed to illustrative teaching method are
constantly passive and contents are taught as absolute knowledge. Expository
methods of teaching are mostly employed by science teachers because of the
merits such as its usefulness in covering a wide range content area at a given
time and students are given the same content at the same given time. Another
major advantage is that it could be useful for a large class which is a
prominent feature in most Nigeria secondary schools (Ugwu, 2014). According to
Agame (2010), in most secondary schools, the illustrative teaching methods are
mainly based on inappropriate instructional strategy, which requires teachers
to give explanation or demonstration while students usually focus on textbook
reading, note taking and memorization of facts. Moreover, test results in
Biology shows that learning ability of the learners taught in this way falls
below expectation.
Students’
poor performance in Biology at the senior school certificate examination leaves
one in doubt about the effectiveness of instructional strategies employed by
the Biology teachers for the teaching and learning of Biology. The use of ineffective
methods in teaching Biology has resulted in rote memorization of scientific
concepts and principles by learners without them having understanding of the
concepts as curriculum contains (Okoli & Egbuonu, 2010). Researchers have
advocated the use of innovative learner-centered teaching strategies, which is
also known as learner-centered education that encompasses methods of teaching
that adjusts the basis of instruction between teachers and learners. Learner-
centered instruction lays emphasis on skills and activities that facilitate
prevailing or durable learning and self-sufficient problem solving (Hoidn,
2017). Student-centered learning theory and practices are dependent on the
constructivist learning theory that lays special importance on the learner’s
important responsibility in creating interpretation from dynamic facts and
antecedent occurrence. Student-centered learning puts students’ interests first
and acknowledges students voice as principal to the instruction occurrence. In
a learner-centered instruction space, learners make choices about what they
want to learn, how to learn and how to assess their subject of learning (Hoidn,
2017). Examples of student-centered learning strategies are problem solving
method, enquiry-based method, cooperative learning, concept mapping, peer
tutoring, among others (Mesler, 2009; Topping, 2009; Azubuike, 2012).
Peer
tutoring entails students teaching and tutoring other students, a structure of
learning that requires students assisting one another and learn by instructing.
Paul, (2006) opined that peer tutoring is an educational approach in which
students through partnership, help each other to acquire material, reinforce or
practise a learned task. Ayuba (2011) reviewed peer tutoring as one of the
effective and indispensable instructional method useful in developing academic
skills and advancement of social skills among the tutor and tutee (learners).
Also according to Williams, Wiebe, Yang, Ferze and Miller as cited in Azubuike
(2012), Peer tutoring instructional strategy lays emphasis on peers solving a
problem and is greatly effectual in promoting inventiveness, investigation,
remedial skills and learning of different concepts in science and technology.
Peer tutoring consists of two or more learners working together, teaching and
acquiring knowledge from each other. In a peer tutoring class, each learner
gets more attention from the tutor and more time to practice or vocalize while
others listen. This enables the students take active and full participation in
constructing their knowledge.
Peer
tutoring becomes handy where the teacher may not be able to give individualized
attention to the learners or provide each student in the class room the
opportunity to deal directly with the teacher especially in large classes
(Ugwueze, 2013). It may be extremely difficult for one teacher to meet the
individual needs of all the students in any one lesson. There is simply
inadequate time on the school time table for the teacher to give sufficient
individualized attention to every student each single day. Peer tutoring
provides small group, intense, focused instruction that allows students the
opportunity for active interaction among themselves and by so doing learn from
their peers (Horvath, 2011). The experiences which the child has already
acquired should form the basis of teaching. Whatever content or learning
experiences offered to the students by the school, must be rooted in the
students’ life experiences so as to make learning interesting and meaningful to
the learner (Offorma, 2006). Peer tutoring instructional strategy when adopted
in teaching Biology may help to stir up students’ interest and promote
retention of knowledge which in turn enhances academic achievement 9Jibril and
Zayum, 2012). Several studies such as Abdulmalik and Torpev, (2016); Essien,
(2016); Gan, (2008); Jibril & Zayum (2012); Okoye, (2013) and Uroko, (2010)
have shown that peer tutoring is an important predictor of academic interest,
achievement and retention.
Academic achievement is referred to as the
knowledge and skills acquired from
school subjects usually indexed by test scores or marks given by the teacher (Azubuike, 2012; Miller, 2007; Mirabelli, 2009; Topping, 2014). Achievement is a result-oriented
construct that shows the extent of students’ attainment in a learning task. It
could be said to be an outstanding attainment in a given subject area,
indicated by grades, marks, and scores of illustrative review (Mgberekpe,
2013). It is used to ascertain the scope to which programmed goals are realized
(Horvath, 2011). There are differing details in literature concerning effects
of instructional strategies on learners’ academic achievement.
The increase act of forgetting of school
experiences according to Ngwoke (2010) is the direct outcome of poor learning
environmental situations. Conditions relating to indigent recognition comprise
vital points like ineffective teaching method, lack of interesting experiences,
indigent learning habit, and psychic state or ill health. These items could
also result to lack of interest and indigent achievement. Interest simply means the state of wanting to
know something. It is a condition of curiosity about something. According to
Okoro (2013), interest is an encouraging factor in teaching/learning processes.
The interest or focus of the student can be ascertained through the process of
carrying out a survey of the students’ interest through discussion and by
observing some of the students’ activities (Okoro, 2013). Interest is a vital
factor in teaching and learning. In selecting learning experiences, it’s unique
for students not to be acquainted in activities that they are not interested
in. A teacher has to put into consideration the focus of the students to help
him or her organize and strategize activities for the accomplishment of the
goals/objectives of the lesson. Offorma, (2006) opined that when learning
experiences are built on the interest of the learner, learning is seen to be highly
significant, effective and quite enjoyable.
Retention
is a factor that could influence students’ academic achievement. It is the
method through which the student stores the modelled information in his/her
memory for future uses Ngwoke and Eze (2010). A learner’s retention rate in
Biology depends on his/her ability to code and organised facts structured to
promote simple remembrance.
Some
strategies like cooperative learning have been observed to enhance male and
female students’ academic achievements in Biology (Azubuike, 2012; Daniel and
Guithiu 2011; Okoli and Egbunonu, 2012). Gender has been defined as cultural
differences between women and men based on the Biological division, between
male and female (Egbe, 2011). According to Okeke (2007), gender is seen as the
social or cultural construct, characteristics, behaviours and role which
society ascribes to males and females. Gender is a social or cultural
determinant that is dynamic from place to place or culture to culture. In
recent times, sexual-related issues in science education have persisted to
specified treatment determined by quanta of research carried out to that
effect. For example, Babajide (2010) posited that science related subjects are
attributed to masculine perspective by educational practitioners. However, Gan
(2008), suggests that Biology achievement is dependent on gender. This view is
supported by Mari (2009) who reported
that there are a lot of gender differences in students’ performance in science.
The study of Ogunloye and Babajide (2011) add reliance to in-significant sexual
effect in science attainment. Another study conducted by Adekoya and Olatoye
(2011), found no gender differences in academic performance of students exposed
to different teaching strategies.
Although
researchers in science education have advocated for the adoption of peer
tutoring instructional strategy to enhance students achievement and retention,
its values and effect on slow learners’ interest, achievement and retention,
and also the influence on gender on slow learners achievement has not received
much attention from researchers in science education, little studies seem to be
available here in Nigeria. Therefore, it is important that this strategy be
tried out in Aba Education Zone to determine its effectiveness in improving
interest, achievement and retention of senior secondary slow learners in Aba.
This is due to Aba business setting where everybody such as parents, teachers
and even students are business minded rather than given more attention to their children’s education. Therefore this
study is seen as an avenue to reaching slow learners in Aba. Hence this study determined the effect of
peer tutoring instructional strategy on the academic interest, achievement and
retention of Senior Secondary School slow learners in Biology.
1.2 STATEMENT OF PROBLEM
In
recent years, Nigerian Secondary School Students’ performance in Biology has
been poor and declining. The WAEC Chief
Examiners’ reports 2010 to 2016 indicated poor performance of students in
Biology. The students’ poor performance in Biology could be blamed on many
factors among which are lack of adequate instructional materials, lack of
adequate laboratory activities, lack of competent Biology teachers, poor class
room management, lack of attractiveness and novelty in teaching method,
overcrowded Biology laboratory, large class sizes and poor teaching strategies
employed in teaching Biology concepts by the secondary school teachers
(Azubuike, 2012; Okoyefi, 2014). Biology has been indicated to be very
important in the life of any student because, it has to do with life and its processes. It is
also important for students to have interest, good achievement and retention of Biology in order to help them
acquire understanding of day to day life matters. How Peer Tutoring
Instructional Strategy would enhance
Interest, Achievement, and Retention of Senior Secondary School slow
learners is yet to be determined. Therefore this study investigated Peer
Tutoring Instructional Strategy on interest, achievement, and retention among
Senior Secondary Slow Learners in Biology.
1.3 PURPOSE OF STUDY
The
purpose of this study was to investigate the effect of peer tutoring
instructional strategy on the interest, achievement and retention of Senior
Secondary School slow learners in Biology. Specifically, this study aimed at
determining:
1. The
mean interest scores of slow learners taught Biology concepts using peer
tutoring and those taught using conventional method.
2. The
mean achievement scores of slow learners taught Biology concepts using peer
tutoring and those taught using conventional method.
3. The
mean retention scores of slow learners taught Biology concepts using peer
tutoring and those taught using conventional method.
4. The
mean interest scores of male and female slow learners taught Biology concepts
using peer tutoring and those taught using conventional method.
5. The
mean achievement scores of male and
female slow learners taught Biology concept by peer tutoring and those taught
using conventional method.
6. The
mean retention scores of male and female slow learners taught Biology concept
by peer tutoring and those taught using conventional method.
1.4 RESEARCH QUESTION
The following
research questions guided the
study:
1.
What are the mean interest scores of slow
learners taught Biology concepts using peer tutoring and those taught using
conventional teaching method?
2.
What are the mean achievement scores of
slow learners taught Biology concepts using peer tutoring and those taught
using conventional teaching method?
3.
What are the mean retention scores of slow
learners taught Biology concepts using peer tutoring and those taught using
conventional teaching method?
4.
What are the mean interest scores of male
and female slow learners taught Biology concepts using peer tutoring and those
taught using conventional teaching method?
5. What
are the mean achievement scores of male and female slow learners taught Biology
concepts using peer tutoring and those taught using conventional teaching
method?
6.
What are the mean retention scores of male
and female slow learners taught Biology concepts using peer tutoring and those
taught using conventional teaching method?
1.5 NULL HYPOTHESES
The following hypotheses formulated,
guided the study. They were tested at .05 alpha levels
1.
There is no significant difference in the
mean interest scores of slow learners taught Biology concepts using peer
tutoring and those taught using conventional teaching method.
2.
The mean achievement scores of slow learners
taught Biology concepts using peer tutoring do not differ significantly from
those taught using conventional teaching method.
3.
The mean retention scores of slow learners
taught Biology concepts using peer tutoring do not differ significantly from
those taught using conventional teaching method.
4.
There is no significant difference between
the mean interest scores of male and female slow learners taught Biology
concepts using peer tutoring and those taught using conventional teaching
method.
5.
There is no significant difference between
the mean achievement scores of male and female slow learners taught Biology
concepts by peer tutoring and those taught using conventional teaching method.
6.
There is no significant difference between
the mean retention scores of male and female slow learners taught Biology
concepts using peer tutoring and those taught using conventional teaching
method.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of this study will be useful and instrumental to curriculum planners,
science teacher educators, Biology teachers and students. The result of this
study will also have theoretical significance. These will be possible through
publications, Seminars, and Workshops. Therefore will be useful in the
following ways;
Since
peer tutoring has been found to be effective for teaching Biology to slow
learners, curriculum planners may have to include Peer Tutoring as an
indispensable instructional strategy in Biology curriculum delivery. Science
teacher educators may emphasize peer tutoring strategy in the teacher education
programmes.
Biology teachers on their own part may have to
adopt peer tutoring as an innovative approach for teaching Biology to slow
learners and thereby promoting closer interaction among Biology students. This
may in turn enhance interest, achievement and retention among learners.
Theoretically
this study will be used to explore the validity of some principles of the
constructivist theories: Piaget’s Theory of Learning and Vygotsky’s Social
Constructivist Learning Theory. The constructivist theory posits that active
construction of new knowledge takes place based on learners’ recall of a prior
knowledge; knowledge is presented in a social context and through multiple
perspectives. Vygotsky emphasized on social interaction, more knowledgeable
other and the zone of proximal development, where someone has increasing
ability level more-than the student with emphasis to a given subject matter,
activity, skill or context. Constructivist teaching is dependent on principle
of learning occurring as learners are actively engaged in the stages of meaning
and knowledge building rather than being passive in information reception.
Constructivist teaching paves way for intensive thinking and creation of
motivation and independent learning. This is what is required in Science which
Biology is part of, since it is practically informed, learners are
expected to be able to build and have
the ability of being innovative in order to solve problems in Biology. This means that the learner will benefit
immensely as he/she is treated as an active object of instruction and has
his/her needs, experiences and ideas adequately catered for in the teaching
-learning process. The constructivist learning theory of Piaget and Vygotsky in
Cameroon (1978) maintains that the learner should play a central role
regulating and controlling learning. The findings of this research will
be instrumental in proving the level of originality of the principles of the
constructivist theory.
1.7 SCOPE OF THE STUDY
The
study covered the teaching of the Biology concept “Flowering Plants” to senior
secondary year two (SS 2) slow learners in Aba Education Zone of Abia State
using Peer Tutoring Instructional Strategy. The choice of this topic is because
it features often in the senior secondary school certificate examination and
students do not perform well in questions based on flowering plants (WAEC
Chief Examiners’ Report 2014).
Class
Wide Peer Tutoring Instructional Strategy (CWPT) was used for this study. This
is because Class Wide Peer Tutoring (CWPT) involves dividing an entire class
into groups of 2 to 5 irrespective of their intellectual abilities and students
act as both tutors and students. This study was done using two intact classes
therefore CWPT instructional strategy is the suitable model to be used for the
study. This study investigated students’ interest, achievement and retention in
Biology. The reason for choosing SS2 students is because the Biology concept
‘’Flowering Plant’’ is for senior secondary two (SS2) in the Biology scheme of
work.
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