Effectiveness of Peer-led Guided Inquiry Strategy on Low-achievers Retention of Biology Concepts in Paiko, Niger State, Nigeria.

Abstract

The study investigated the effects of peer-led guided inquiry strategy on low-achievers’ retention of Biology concepts in Paiko, Niger State, Nigeria. Two research questions guided the study. Two null hypotheses were tested in the study. Quasi-experimental design (pretest-posttest, non-equivalent design) was specifically adopted for the study. The sample for the study consists of 93 ss2 students drawn from four co-educational schools. The population of the study was the entire senior secondary school two Biology low-achieves’ in Paikoro, totalling 1,785 students. Biology Retention Test was use as instrument for data collection and the instrument were validated by expects in the field of science education, educational technology and two secondary school teachers. The scores of the students’ obtained from retention Test were analyzed using Analysis of variance (ANOVA) to test the hypotheses. The results of the study indicated that students’ exposed to Peer-led Guided Inquiry retained than their counterparts exposed to Traditional Method. Based on the above findings it was recommended that since the strategy is gender friendly, the teaching of Biology should be done through the use of peer-led guided inquiry for low-achieving students.