Assessment of Group-Based and Individualized Learning Effect on Secondary School Students’ Academic Achievement in Basic Science

Abstract

This research investigated the relative impact of group-based and individualized learning approaches on students' academic achievement in basic science. The study addressed three research questions and tested three hypotheses. Utilizing a quasi-experimental design with a pretest and post-test non-equivalent group design, data collection took place in Nsukka local government area of Enugu state, Nigeria. The study involved a population of 1,811 JSS II students from co-educational public secondary schools, with a sample of 103 JSS II students selected through simple random sampling. A basic science achievement test served as the data collection instrument, validated by experts and content validated using test blueprint. Reliability analysis estimated the instrument's reliability at 0.74 using KR-20. Mean and standard deviation were employed to address the research questions, while ANCOVA was used to test the hypotheses at a significance level of 0.05. Results indicated that the group-based learning approach significantly enhanced students' achievement in basic science compared to the individualized learning approach. Consequently, the study concludes that the group-based learning approach is more effective in enhancing students' achievement in basic science. Therefore, it is recommended that basic science teachers adopt the group- based learning approach to improve students' achievement in basic science.