Exploring the Effectiveness of Two Tiers System of Instruction on Students’ Academic Performance in Basic Science

Aderonke Margaret Oginni, Sakibu Olajide Saibu, Victoria Yetunde Awobodu and Adebisi Sylvester Olude
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Aderonke Margaret Oginni: Natural Sciences Education Department, College of Science Education, Lagos State University of Education Oto/Ijanikin, Lagos State, Nigeria
Sakibu Olajide Saibu: Natural Sciences Education Department, College of Science Education, Lagos State University of Education Oto/Ijanikin, Lagos State, Nigeria
Victoria Yetunde Awobodu: Natural Sciences Education Department, College of Science Education, Lagos State University of Education Oto/Ijanikin, Lagos State, Nigeria
Adebisi Sylvester Olude: Natural Sciences Education Department, College of Science Education, Lagos State University of Education Oto/Ijanikin, Lagos State, Nigeria

International Journal of Research and Scientific Innovation, 2024, vol. 10, issue 12, 350-358

Abstract: This study explored the impact of learner-instructor-interaction and conventional lecture methods on students’ academic performance in basic science in junior secondary schools in Lagos State Education District V, Nigeria. A non-randomized pre-test, post-test, non-equivalent quasi-experimental research design in two intact classes which comprised of 117 students with 50 in experimental group and 67 in control group from two randomly selected junior secondary schools in Amuwo-Odofin zone of the district was used. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups which enable effective students-instructor-interaction. Students’ Academic Performance Test (PAPT) and Students’ Attitude Questionnaire (SAQ) which were validated by two experts in science education with reliability of 0.79 and 0.87 were used for data collection. Analysis of Covariate (ANCOVA) was used to analyze the null hypotheses at 0.05 level of significant. The results of the study revealed that learner-instructor has a statistically significant effect on students’ academic performances [F(1,115)=14.16; p

Date: 2024
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