EFFECT OF PEER GROUP ACTIVITY-BASED LEARNING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN INTEGRATED SCIENCE IN LAGOS STATE, NIGERIA

Abstract

This paper examined the effect of peer group activity-based learning on Junior Secondary 8Schools students’ academic achievement in integrated science. The study adopted quasi experimental research design. Two hypotheses were generated for the study. The study
consists of 100 purposively sampled students in education district V, Lagos State. Students were taught in their intact classes. A test re-test reliability of 0.75 was obtained in respect of the instruments. The Pre-test and Post-test scores of the experimental and control groupserved as data for this study. Data analysis was done using ANCOVA. The analysis revealed that students taught using Peer group activity-based teaching strategy performed better academically in integrated science than those taught with traditional method. The findings also revealed significant effect in achievement scores of female students than the male students taught with peer group activity-based method. Furthermore, there was significant interaction effect of gender and peer group assisted based method on students’ achievement in integrated science. It was recommended that curriculum planner should include peer group activity-based learning into the integrated science curriculum.; there is a need to organize in-service training for all integrated science teachers in the area of the use of activity-based method of teaching; and Government should provide functional laboratory for effective teaching and learning of integrated science and include more science kits to the schools at all levels, be local, state and federal level.