Effects of Two Study Strategies on Secondary School Students, Achievement in Biology

Abstract

The study was informed by the need to evolve ways to improve students’ performance in science. The study examines the effect of study strategy on the academic achievement of senior secondary school students in some selected secondary schools in Minna, Niger state. A pre-test, post-test experimental, and control group design was adopted for the study. Three secondary schools were purposively selected; the sample size was 86 which was drawn using the random sampling technique. The study was guided by two research questions and two research hypotheses. The instrument used was a biology achievement test (BAT) made up of 20 multiple choice objective questions which were duly validated by experts. The data collected were analyzed using one-way ANOVA and t-test at 0.05 significant levels. Results from the data analysis indicated a significant difference in the mean achievement score between the experimental groups and control group in favor of the experimental groups. On the other hand, there was no significant difference between the mean achievement score of male and female students exposed to Survey, Question, Read, Recite and Review (SQ3R) and Rereading study strategy. From the finding, it was concluded that SQ3R and Rereading study strategy enhances student’s academic performance, it was also concluded that SQ3R and Rereading study strategy enhances students' achievement in science and is gender-friendly. From the findings, it was recommended among others that seminars, conferences, and counseling be organized for teachers and students on the benefit of SQ3R and Rereading study strategy