Impacts of Peer-Led Guided Inquiry Strategy on Low-Achievers Achievement of Biology Concepts in Paiko, Niger State Nigeria

Abstract

The study investigated the Impacts of Peer-led Guided Inquiry Strategy on Low-Achievers Achievement of Biology Concepts in Paiko, Niger State, Nigeria. Two research questions were used to guide the study. Two Null hypothesis were used for the study. Quasi-experimental design (pretest-posttest, non-equivalent design) was specifically used for the study. The population of the study was the entire senior secondary school two Biology low-achievers in Paikoro totalling 1,785 Students. The sample was 93 Low- Achievers drawn from four coeducational schools that were randomly selected. The research instruments (BAT) were validated by experts in the field of Science Education and Educational Technology. A pilot test was conducted to determine the reliability of the BAT items. The data obtained from the pilot test was analysed using Pearson Product Moment Correlation Coefficient and reliability coefficient of 0.57 was obtained. The scores of the students obtained from the posttest were analysed using Analysis of Covariance (ANCOVA) to test the hypotheses. The results of the study indicated that students exposed to Peer-led Guided Inquiry performed significantly better than their counterparts exposed to Traditional Method. Based on the above findings it was recommended that the tutors of Biology should as a matter of urgency utilize interactive teaching methods such as Peer-led Guided Inquiry Strategy in teaching and learning of the subject Biology