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CHAPTER ONE

Introduction

This chapter consists of the background of the study, statement of the problem,

purpose of the study, research questions, research hypothesis, significant of the study,

delimitation and limitation of the study and definition of terms.

1.1 Background to the Study

Science from its linguistic origin is derived from the Latin word “Scienta ” which

means “knowledge” (Eneh, 2017). Science as a branch of knowledge is the systematic study

of things around us. The totality of knowledge obtained from such studies constitutes

scientific knowledge. In addition, science deals with nature, by observing and investigating it

(Kalu 2019). Usman (2018) defined science as consisting of specific branch of a general body

of knowledge such as Biology, chemistry, physics, geology or astronomy to mention but a

few. Biology has been characterized as a branch of the general body of knowledge (science)

by various scientists based on their view and comprehension of the subject.

Biology, according to Okwo and Tawtigyas (2020), is a science that encompasses the

scientific study of living entities and their interactions with one another and with their

environment. Biology, according to Kalu (2019), is simply the science of life. Biology, as a

life science, is concerned with the features of living things, including their forms, functions,

reproduction, evolution and relationships with one another and with their environment.

Among all science subjects (Chemistry, Physics, and Biology), Biology is the most

popular. Biology has the largest student enrollment at the secondary school level in Nigeria,

which is evident in the WAEC Chief examiners’ report over the years. WAEC (2017),

reported that Biology had 1,087,921 candidates, Chemistry 704,494 while Physics recorded
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666,992 candidates who sat for West African Senior School Certificate Examination

(WASSCE). WAEC (2018), reported similar figures; Biology 1,087,884, Chemistry 728,998

and Physics 704, 504. WAEC (2019) also reported that Biology had 1,086,449 candidates,

Chemistry – 762,595 and Physics 728,924 candidates who sat for the examination that

year. Biology will continue to hold a distinctive place in the school curriculum in the

future, particularly because basic understanding of Biology is required for study in a

variety of disciplines such as Medicine, Agriculture, Pharmacy, Micro-Biology,

Biochemistry, and Psychology, among others (Njoku, Nwagbo and Ugwuanyi, 2020). It

goes without saying that no student planning to pursue these courses of study can do without

Biology. Despite the importance and popularity of Biology among Nigerian students,

performance at the Senior Secondary School level is still inadequate. The WAEC Chief

Examiners’ report revealed that that the mean achievement score of Biology students in

the 2018 May/June WASSCE (Biology Paper 2) was 30 with a standard deviation of 9.00.

This score was reported to be poorer than that of 2017 which was 31 and standard deviation

11.92. Although in 2019 the mean score increased to 31 with standard deviation of 9.43,

WASSCE Biology results are unsatisfactory (WAEC, 2017, 2018, 2019). It becomes

necessary to find a solution to the poor results in Biology by searching for ways to improve

Biology teaching and learning at the secondary school level.

The employment of proper teaching methods is what constitutes good teaching and

learning of school subjects. According to Ogunniyi (2011), one of the most persistent and

compelling issues impeding academic progress in Nigeria is low teaching quality.

Students in science education are exposed to a variety of teaching and learning approaches.

Peer teaching, field trips, lectures, demonstrations discovery, discussion, laboratory activities,

and cooperative learning are examples of these. Effective use of these methods can enhance

the teaching and learning process and improve the achievement of students in Biology.
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Demonstration method involves showing students how they can carry out particular

activities or do certain things through illustration of Biology concepts and ideas by the

teacher. Demonstrations are usually carried out when the resources are limited or when the

activity is prone to accidents, otherwise students are expected to carry out their own

experiment after the demonstration. The method can be used in the teaching and learning of

some concepts in Biology but it does not require the students’ observing things in their natural

environment. In a related study, Daluba (2020) investigated the effect of demonstration

method of teaching on student’s achievement in Agriculture in secondary schools in Kogi east

education zone of Kogi state. Two research questions and one hypothesis guided the study.

The result of the study reveals that demonstration methods have significant effect on students’

achievement in Agriculture and Agriculture is largely applied Biology. The study

recommended that efforts should be made by teachers to thoroughly integrate demonstration

method in teaching Agriculture at the secondary school level. Though demonstration was

compared with the conventional lecture in teaching Agriculture, the present study

investigated demonstration method, peer teaching method and biology students achievement

on the concept of reproduction on student’s academic achievement in Biology. ”In a study

on the effects of demonstration and discussion strategies on secondary school students’

achievement and retention in Biology in Mubi Educational zone, Basila and Jajua (2019)

found out that demonstration and discussion methods significantly influenced achievement in

Biology. While Omotayo and Adedeji (2020) who carried out a study on the effects of

demonstration teaching method on senior secondary school students’ academic

performance in Biology in Ekiti State argued that there was a significant difference in the

post test mean scores of students taught with demonstration and conventional method, in

favour of demonstration method.

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Peer teaching is an individualized learning strategy in which a student (tutor) with

better understanding of a particular topic gives a one-on-one teaching to his or her

classmate (tutee) in order to help them achieve greater confidence, independence and

success as learners. Both the tutor and tutee benefit greatly from this learning strategy

(Igbo, 2018). In a related study, Tella (2020) tested the interaction effect of peer tutoring

(PT) strategy on primary school pupils in Mathematics and found out that there was a

significant interaction effect of treatment and pupils ’ ability on pupils ’ attitude towards

Mathematics. Tella recommended that peer tutoring should be an integral part of mathematics

teaching at the primary school level. While peer tutoring is an innovative individualized

learning strategy, peer led team learning (PLTL) is rather an innovative group learning

strategy in science education (Cracolice & Deming, 2019).

Gender is another variable of great importance. Gender in this context can be referred

to as the categorization of people into two namely, “male and “female ” through

interaction with caretakers, socialization in childhood, peers pressure in adolescence,

and gendered work and family roles of which women and men are socially constructed to

be different in behaviour, attitudes, and emotions Ezenwosu, & Nworgu. (2018). Gender

from the above, is the societal meaning assigned to male and female with a particular role

that each should play. It becomes necessary to find out the effect of gender on achievement in

Biology in other to ascertain gender friendly methods and apply them adequately. Some

studies have investigated the influence of gender on student’s achievement in Biology. For

instance, Njoku, Nwagbo and Ugwuanyi (2020) in a study on effects of peer tutoring and

peer-led team learning on secondary school students’ achievement in Biology, found out

that the interaction effect of learning strategy and gender was statistically insignificant

for students’ achievement in Biology.

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1.2 Statement of the Problem

In any teaching and learning process, the cardinal objective is to see that the learner

should be able to perform tasks and if possible transfer the experience in solving problems in

a new situation. One of the objectives of teaching and learning reproduction in secondary

schools aims at promoting an understanding of reproduction concepts being taught with a

view to applying such knowledge in solution of real life problems. This objective is hardly

been achieved over the years.

The poor performance in internal and external examinations in biology in recent

times is a matter of concern; many suggested that this ugly trend might have been the poor

foundation of students in biology. This may also be connected to the method of teaching used

by biology teachers, because a good learning is a product of a good method of teaching.

Reproduction has been reported as one aspect of senior secondary school biology curriculum

that students find difficult to answer questions as they perform poorly in questions bothering

on reproduction concepts. (WAEC Chief Examiner’s reports 2014, 2016, 2017 & 2018). This

persistent poor performance in reproduction concepts among others leaves no doubt about the

ineffectiveness of the teaching method used by biology teachers for teaching these concepts.

Students may have seen reproduction as abstract and meaningless concept. Students neither

understand the basic concepts nor the underlying process that gave rise to the reproduction

concepts. This may be because the teaching methods used by the biology teacher were

teacher-centered methods and does not allow students‟ participation, therefore imposing poor

concept formation and reducing interest of students in reproduction.

The prevailing practices during ecology instructions where emphasis is on

transmission of information from the teacher and textbooks to the students makes students

resort to learning by memorization, which results in consistent poor performance. It is against

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this backdrop that this study is necessitated to investigate demonstration method, peer

teaching method and biology students achievement on the concept of reproduction in

secondary school students.

1.3 Purpose of the Study

The purpose of this study is to investigate demonstration method, peer teaching

method and biology students achievement on the concept of reproduction in secondary

schools in Itu L.GA. Specifically, the study were to:

1. Find out if there is any difference in the demonstration method and Peer teaching

method on students achievement in biology.

2. Find out if there is any influence of gender on students achievement in Biology when

exposed to demonstration method and Peer teaching method.

3. Find out the differences between the achievement of male and female students taught

reproduction using demonstration method and Peer teaching method.

1.4 Research Questions

Based on the problems under investigation the following research questions were formulated

to guide the study

1. What is the relative effect of demonstration method and Peer teaching method on

students’ achievement in Biology?

2. What is the influence of gender on students’ achievement in Biology when

exposed to peer teaching method and demonstration teaching method?

3. What is the difference between achievement of male and female students taught

reproduction using demonstration method and Peer teaching method?

1.5 Hypotheses
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The following null hypotheses were formulated to guide the study:

1. There is no significant difference in achievement of students taught biology

using peer teaching method and demonstration teaching methods.

2. Gender does not have significant influence on students achievement when

exposed to peer teaching methods and demonstration teaching methods.

3. There is no significant difference between the achievement of male and female

students taught reproduction using demonstration methods and Peer teaching

methods

1.6 Significance of the Study

This study will be carried out with a view to providing information about the effect of

demonstration method and Peer teaching method and biology student's achievement on the

concept of reproduction. This research work will be of immense significance to:

To curriculum planners, findings from this study will make it a necessity to intensify the

aspects of instructional strategies in planning and curriculum development in instruction of

Biology in secondary schools.

The outcome of this research work will also help secondary school Biology teachers

to be more innovative on the use of appropriate instructional strategies in teaching Biology.

This study will also help equip the biology teachers with the necessary skills of

demonstration method and peer teaching method in teaching Biology and science subjects.

This study will also be of great importance to educational administrators in the

Ministry of education in the aspects of teachers’ recruitment. This will help in the

employment of professionally trained, innovative and qualified Biology teacher charged with

the zeal and motivation to stimulate students’ interest in Biology.

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This study will also help to expose Biology students to more student-centered and

cooperative learning that will ensure perfect working together in units for better achievement

in academic tasks.

Finally, this research work will serve as a reference material to future researchers that

will help in providing essential instruments, data and empirical findings on demonstration

method and Peer teaching method in teaching Biology

1.7 Scope of the Study

The scope of this research work covers the areas of Reproduction in animals and

Reproduction in plants. This work is designed for all public Senior Secondary School II (SSS

II) Biology students in Itu local government area. The focus of this work is to examine

demonstration method, Peer teaching method and biology students achievement on the

concept of reproduction in secondary schools.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter will be reviewed on the literature relevant to the study. The review is

organized under the following: theoretical framework; conceptual framework; review of

Related Empirical Studies and Summary of the Reviewed Literature.

2.1 Theoretical Frame Work

2.1.1 Theory of cognitive constructivism

This research work anchored on the theory of Vygotsky (1978) on cognitive

constructivism. His work tilt's towards demonstration teaching and Peer tutoring, cognitive

constructivism learning experience and suits this study. Vygotsky (1978) argued that it is not

only information that is internalized, but also fundamental cognitive processes that are

implicit in the communication. The aspects of learning in the child ’s development appear

twice. First on the social level and the next on the individual level: Vygotsky postulated that

problem solving in collaborative spectrum is more capable of bringing peers into a new

reaction of potentials. These new areas, he called the leading edge of children ’s intellectual

growth, a zone of proximal development (ZPD).

A theoretical ground for Peer Tutoring can be found in Vygotsky ’s idea of the Zone

of proximal Development. This theory holds that peers co-construct new meanings and

cognitive structures from learning experiences. Topping and Ehly (2017) asserted that inter-

subjectivity which in this context of Small group and Peer tutoring can be thought of as the

length to which two, three or four individuals or more can engage in conversation that

transcend their world which is a function of cognition. According to Vygotsky, peer

interaction in learning is vital in allowing internalized, long term cognitive development. This
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ZPD is created when a child interacts with more experienced mentor in intellectually

productive ways.

Accordingly, both parties in the interaction stand to benefit. The tutee(s) profit from

the very acts of questioning, challenging and providing feedbacks to the tutor(s). The tutor

also profits from the act of reformulating knowledge for forwarding or onward transmission

to the tutee. (Mehra & Rathee 2017). They believed that answering the tutees questions and

responding to the tutees is challenging. Damon (2015) was right to say in the old axiom that

one never really knows a subject until one tries to teach it.

Vygosky considered Direct Instruction as the best way of teaching and learning,

where a more competent peer or teacher assist student in learning and development by

providing “Scaffolding” in the Zone of Proximal Development (ZPD). According to

Vygosky, in this context, Scaffolding means assisting the less competent learner by telling,

asking, hinting, showing, getting attention encouraging and reminding learners (Razia 2020).

This theory clearly suits the Peer tutoring strategy in increasing the student academic

achievement and retention in Biology and could be related in many aspects to the Small

group strategy in which case, though through lecturing by an effective teacher has the

collaborative team work of groups and the students in their Small Group work together for a

common goal and are rewarded collectively. Vygotsky (1987), believed that student ’s

learning actually occurs within the ZPD. This zone consist of a range of tasks too difficult for

the child to perform alone but possible to accomplish with the help of a teacher or a more

skilled peer. Shapiro and Levine (2019), asserted that educational outcomes are related with

student engagement, thus, small group and Peer tutoring strategies which makes the student

more actively involved, can influence to a large extent their academic achievement and

retention in secondary school Biology.

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Facts and principles underlying the vygotsky theory on the theoretical framework of

this study

1. Vygotsky asserted that children’s best learning takes place within their Zone of

Proximal Development (ZPD).

2. Vygotsky was of the view that the learning environment for children should involve

guided interactions and they should change their conceptions through social

interaction, speech and communication.

3. Vygotsky’s postulations asserted that a range of task too difficult for the child to carry

out alone can be done with the help of a more skilled adult (teacher) and or a more

skilled peer (tutor)

4. Vygotsky’s theory adheres to the significance of dialogue amongst peers (Peer

Tutoring or small group) as an avenue by which individual negotiate conceptual

change.

5. Vygotsky “the Zone of Proximal Development is the difference between the actual

development level as determined by individual problem solving and the level of

potential development as determined through solving problems under adult guidance

in small groups or collaboration with more knowledgeable peers (peer tutoring). The

result of this process is that the child becomes more socialized in the dormant culture

and induces cognitive development (Moll, 2018)

Conclusively, Vygotsky’s theory anchors on the fact that the ideas of social

interaction through scaffolding by peers and more skilled adults with each learner ’s

Zone of Proximal Development. This is inherent in Peer Tutoring and Small Group

teaching strategies.

2.2 Conceptual Framework

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2.2.1 Demonstration Teaching Method on Students Achievement

According to Hadim and Esche (2020), demonstration strategy has emerged to

become an instructional approach that is gaining growing interest within the biology

education community Duch (2019) described demonstration strategy as an instructional

strategy that challenges students to “learn how to learn," working cooperatively in groups to

seek solutions to real world problems. Prpic and Hadgraft (2018) addressed the key

ingredients of demonstration strategy and postulated that it should not be confused with

design projects or case studies where the focus is predominantly on the application of existing

knowledge and integration of what is already known. Research has found that diverse

students benefit immensely when they have the opportunity to interact with materials,

participate in activities, and manipulate objects and equipment (Carrier, 2017; Prpric and

Hadgraft, 2018). Through laboratories, demonstrations, educational games, simulations, field

trips, and other interesting activities, students in secondary school classes have many

opportunities to be engaged actively in the learning process (Blair, Schwartz, Biswas, and

Leelawong, 2017).

Demonstration strategy goes beyond this, students encounter some concepts for the

first time and therefore they need strategies for acquiring this new knowledge (Prpic and

Hadgraft, 2018). No one can deny that schools are becoming diverse in terms of student

backgrounds and abilities, and teachers are being ever more challenged to find effective ways

to meet diverse needs of their students. Educators confront classrooms in which students

exhibit assorted academic and behavioral characteristics and they are increasingly looking for

successful instructional and classroom management techniques (Tournaki and Criscitiello,

2018). Nnadi (2020) investigated the influence of level of resource utilization on students’

achievement and attitudes towards science. The result showed that out of the nine resource

utilization variables, only six made significant contribution to biology achievement. Although
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the work focused on the relationship between some resource utilization variables,

achievement and attitudes in Biology, it did not concern itself with the effect of specific

resource materials on the students learning.

2.2.2 Concept of Peer Teaching in Biology

Peer teaching should be viewed as one form of peer collaboration under co-operative

learning approaches to instruction. It entails well structured, guided and formalized peer

interaction to promote and facilitate academic achievement. (Mickelson; Yetter; Lemberger;

Scott & Ayer, 2019). Studies carried out have proven that when properly supervised such

approach have been very effective on a variety of students academic achievement (Cohen,

2017). Peer Tutoring is seen as the approach to learning instruction in which one student

instructs another student in materials on which the first is an expert and the second is a

novice. This definition should not be accepted generally because of its contentious nature

since not all peer tutors are experts.

Peer teaching method is one that promotes actives engagement for all learners in the

classroom. It provides all learners the opportunity to excel academically and achieve most

educational goals. In the direct words of Johnsons (1981) cited by Sarah (2019), “education

should have education a goals that consist of transferring knowledge and skills, socializing

children and adolescents into perspective values and attitudes that they need to function in

our society, and facilitating the cognitive, social and physical development of each individual

student. Peer tutoring is characterized by specific role taking in most cases. In Peer tutoring at

every point, students have the role of tutor(s) while the others are in the role of tutee(s).

Broadly speaking Peer tutoring places high focus on curriculum content guided by specific

procedures for interaction. These interactions are usually guided by the provision of

structured materials amongst which a degree of student choice may be available. Student ’s

tutors usually undergo training which is either specific or generic or even both. For this
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reason Schleyer (2016), asserted that much research has shown that students ’ academic

success improves significantly when tutors are trained by trained staffs.

Peer teaching involves pairing of the students by the teacher based on their ability level. It

involves students playing the status of a tutor and a tutee and applying the principles and

practices of one who teaches also learns (Walberg & Susan, 2013, cited in Tella 2020).

According to Tella (2019), Peer teaching can be that instructional strategy with a great

promise for achieving the complex academic and social needs of students with diverse

learning abilities in regular classes without affecting others in the class, believing that when

students supplement teachers efforts to help assist low achievers in large class sizes which is

typically in the country’s educational settings. Peer tutoring is such strategy that provides

small group, individualized that is intensive, focusing instructions that allow students an

opportunity for active responding and immediate student feedback. In Peer tutoring groups,

an instructor or teacher groups students into dyads, matching higher and lower performing

students in pairs. (Romano & Walker 2010).

Forms of Peer Tutoring Strategies and Teachers Role

Peer Tutoring instruction in a classroom is seen as students learning from one ’s peers

in small groups characterized by specific role taking as tutors or tutees, which is highly

focused on curriculum content but usually without clear cut procedures in the interactions and

in whichthe participants receive specific and or generic training (Topping, 2005, cited in

Mcgennis 2012).

According to Allen (2011), Peer tutoring is one student teaching another in a school

setting and this occurs in three common forms. Allen, (2011), thus categories them as

follows:

 Cross - age tutoring

 Cross - ability tutoring

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 Reciprocal tutoring

Cross age tutoring occurs when older student act as tutors to younger students. For

instance, SS II students tutoring SS I students, while cross ability tutoring occurs when

student with a greater mastery of the subject matter acts as a tutor to a less bright student

(tutee).

Dame (2012), believed that cross age and cross ability tutoring are used

interchangeably in the research ambit. To him, age and ability are highly correlated variable

and cross ability tutoring often suits most studies. Reciprocal tutoring occurs when students

of the same age or ability inter switch between tutor and tutees. Dame further asserted that

cross age ability research have proven more effective and advantageous than the reciprocal

peer tutoring. Research works by Topping (2005), classified Peer tutoring types into four

categories namely:

1. Class Wide Peer Tutoring: This occurs when the class is broken down into dyads. Each

student participating in reciprocal tutoring by providing prompt, error corrections and helping

their partners. Task cards are given to the students to ensure that the objectives of the lesson

are adhered and focused upon. This ensures that the class is involved in the process.

2. Bi-directional Peer Tutoring: This approach is the same as the reciprocal Peer tutoring in

Allen’s work. Topping (2005), explained that a child with and a child without a disability

form a dyad. Both student taking turns at being a tutor and tutee. The teacher serving his/her

facilitator role encourages switching of roles for each skill, week or unit. Topping believed

that this approach provides the student each an opportunity to be the teacher.

3. Unidirectional Peer Tutoring: According to Topping (2005), here a trained peer tutor

carries out the role throughout the program. This research work is hinged on this type of Peer

Tutoring strategy.

4. Cross Age Tutoring: It occurs when an older student is chosen to tutor a younger student.
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Organizational Dimensions in Peer Tutoring Strategy

Peer tutoring leaning can occur in varying organizational dimensions. These dimensions

according to Azubuike (2012), include the following:

1. Contact Constellation: This organizational dimension may occur when a peer in working

with a group of tutee, but with varying group sizes of two to thirty or even more. In some

cases two or more peers take a group together. Peer tutoring in pairs (dyads) is extensive and

there exist less opportunity to participate in pairs.

2. Institutions (within or between): Peer Tutoring may occur or take place within the same

school or in different institution or schools. For instance when a peer from a higher institution

tutors secondary school students in their neighborhood. When the scenario exist, it is seen as

between while when a high achieving student tutors a less achieving one, then it is within the

institution or school.

3. Curriculum Content: The curriculum content which includes knowledge and skill

appreciation are to be covered effectively in the subject being tutored in the Peer tutoring

strategy.

4. Year of Study or Class of Study: The peer tutor and the peer tutee(s) may be from the

same or different classes or year of study and/or be the same or different age groups. This

study focused on the same year of study or class. (SS II Students).

5. Ability Level: There is increasing interest in same ability Peer Tutoring in most

educational scenario but many strategies operate on cross ability basis. In same age/year, the

tutor might have superior mastery of only a very small portion of the curriculum, or all might

be of equal ability but working towards a shared, deeper and correct understanding.

6. Role of Continuity: Reciprocal Peer Tutoring or learning can have the advantage of a

wider boost to self esteem, in such ways that the tutor also once in a while becomes a tutee

and all participants get to be tutors and tutees. This can also increase the novelty of the
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process. Therefore, roles need not be permanent, especially in same ability Peer Tutoring or

learning process. Structured switching of roles at strategic moments is advisable.

7. Time: Peer tutoring might be scheduled in regular class contact time, outside of this, or in

a combination of both, depending on the extent to which it is substituted or supplementary for

regular teaching.

8. Place: Peer learning law very considerably in location of operation. In schools tutorials

and workshops.

9. Characteristics of Peer Tutors: when tutors are those who are more average in ability or

even less, both the tutor and tutees will find some challenges in their joint activities. Even

when the gain of the tutees might not be so great, the aggregate gain of both combined may

be greater.

10. Characteristics of the Tutees: The Peer Tutoring may be for all or a targeted subgroups,

such as the gifted disabilities, those considered at risk under achievers, failures or drop-outs.

11. Objectives: Peer Tutoring projects may target intellectual gains (cognitive), academic

achievements, affective and attitudinal gains, social gains, self esteem and concept gains or

any combination. Organizational objectives in Peer Tutoring might include reducing drop

outs and increasing access, achievement and retention abilities.

2.2.3 Student Achievement Concept in Biology

Achievement can be seen as a result oriented concept that enshrines the extent to

which a desired task is achieved. Achievement is a construct which combines cognitive

affective and goal directed behaviors (Ames, 1992). It is the level of success attained in some

school tasks especially in some scholastic performance. In this sense, academic performance

means the attainable ability to perform school tasks which can be general or specific to a

given subject matter. When student achievement is restricted to academic tasks as above it is

referred to as academic achievement. Achievement in this retrospect can be viewed as self

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perception and self evaluation of one’s objective academic success. It is generally induces the

learning outcomes of pupils. Academic achievement is a key criterion to judge one ’s total

potentials and capabilities thus more pressing for students to have high academic

achievements. Academic achievement is students achievement on a standard of measurement

such as skills test and analytic thinking test (Horvath (2011).

According to topping (2000), academic achievement is used to ascertain the extent

which programme goals are realized. Academic achievement in students can only be

ascertained or measured using examination and tests in education.

According to Popham (2005), these tests are one-size-fits-all. Test items are not always

aligned with instruction and there seems to be a mismatch between what is taught and what is

tested. Whatever form the examination takes be it written, oral or even aptitude test, it should

measure the current status of the student with respect to proficiency in a given area of

knowledge or skill. (Morgan, 2010). These tests are of various types but the important

construct here is that they are referred to as instrument used to measure students academic

abilities. For this study, it is important we only consider achievement tests.

Achievement test are usually the kind of test and examination given in the class. It is

aimed at helping or finding out how much learning the learner has acquired or achieved on

mastery of academic content tasks. They are particularly helpful in determine student or

group status in academic learning (Azubuike 2012)

2.3 Empirical Studies

Hovarth (2017), in his work on “Effect of Peer Tutoring on Student Achievement, ”

using selected students in sixth grade classroom. The research was carried out for over four

(4) weeks period using four (4) sixth grade female students and investigating the retelling

scores. Two of the four female students engaged in a Peer Tutoring activity, orally reading

and discussing passages together. The remaining two students read individually the same
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passages. Each of the four female students then individually gave a retelling of the passages

to the researcher. The results demonstrated higher average retelling scores for the students

engaged in the Peer Tutoring activity. Their findings indicated Peer Tutoring as an effective

instructional strategy, resulting in higher student achievement.

Azubuike (2017), carried out a study on the “Effects of Peer Tutoring Instructional

Strategy on Achievement in Biology of Secondary School Slow Learners in Anambra State,”

using a quasi-experimental design, sampled a total of 42 senior secondary II Biology slow

learners drawn randomly from secondary school in Awka, Anambra State. Results revealed

that slow learners taught using peer tutors in the experimental group performed significantly

better than those taught by expository methods in the control group, with the experimental

group (peer tutoring) having a higher mean gain score.

Imo (2018) in their study on “Comparative effects of Small Group and team teaching

method on student’s academic performance in Biology” investigated students achievement.

Using 120 students (SSII) drawn from two (2) secondary schools used a pre-experimental

design for their study. Their results showed that students taught using team learning method

performed academically better than those taught using Small group teaching strategy. Their

result also showed that male and female students in the teaming learning experimental group

also performed better than male and female in small group.

Ukor and Abdulbajar, (2019) in the study on effects of field trip instructional strategy

(FIS) on students' interest and achievement in reproduction concept, specifically found out

that there is no significant influence of gender on students ’ achievement in Ecology which

is an aspect of Biology. A careful review of related literatures indicated that field trip and

demonstration teaching methods are effective in improving students ’ understanding of

science subjects but none studied the difference in effect between field trip and demonstration

teaching methods.
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2.4 Summary of literature review

The chapter reviewed available literature on demonstration method, peer teaching

method and biology students achievement on the concept of reproduction in Itu LGA.

Biology teachers need to devise and modify existing innovative, student-centered and

collaborative strategies in instructing basic knowledge and be conversant with the present day

pedagogy for effective curriculum delivery in Biology.

Review was also organized according to teaching method. Some of the discussion

include; demonstration teaching method, peer teaching method and students achievement in

biology. Cognitive constructivism theory was used to review the theoretical framework.

Evidence from empirical review in this study indicated that many studies have been

carried out in the area of teaching methods in biology.

The present study is therefore, out to investigate demonstration method, Peer teaching

method and biology students achievement on the concept of reproduction in Itu Local

Government Area.
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CHAPTER THREE

RESEARCH METHODOLOGY

This chapter describes the design of the study, area of the study, population for the

study, sample and sampling technique, instrument for data collection, validity and reliability

of the instrument, methods of data collection and analysis.

3.1 Research Design

The design of the study was quasi-experimental design. This is because the study established

cause and effect relationship, variables (teaching methods) were manipulated by the

researcher under controlled conditions without randomization and their effects observed. The

study was also exposed to a group treatment conditions and intact classes were used.

3.2 Area of the Study

Itu is located in the southeast of Nigeria and is a Local Government Area of Akwa

Ibom State. The Local Government Area occupies a landmass of approximately 606.1 0

square kilometer. It is bounded in the North and North-East by Odukpani in Cross River State

and Arochukwu in Abia State, in the West by Ibiono Ibom and Ikono Local Government

Areas, in the South and southeast by Uyo and Uruan Local Government Areas, respectively.

The lifestyle of the people in Itu LGA is largely influenced by agriculture and fishing. The

area has fertile land and a good water supply, making it suitable for agricultural activities.

Farming is a major occupation, with crops such as cassava, yam, maize, and vegetables being

cultivated. There are about 8 public secondary schools in Itu Local Government Area.
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3.3 Population for the Study

The target population consists of all senior secondary two (SS2) students in the

eight public secondary schools in Itu local government area of Akwa Ibom state. The

population consists of 5,190 senior secondary two (SS2) students, 2653 girls and 2537 boys.

3.4 Sample and Sampling Technique

The sample for the study consists of 200 senior secondary two (SSII) students,

drawn from four intact classes. Simple random sampling was adopted to selected four

schools in Itu local government area, after which balloting was employed to assign the four

schools to the experimental and control group respectively. Two schools were assigned

the demonstration method while the remaining two schools were assigned peer teaching

method in each school SS IIA which was designated science class was used.

3.5 Instrument for Data Collection

The instrument used in this study was a self-designed Biology Achievement Test

(BAT). The BAT contained 20 items, 4-options multiple choice objective questions with

only one option as the correct answer for each question.

3.6 Validity of the Instrument

The face and content validity of the instrument was established through the judgement

of three (3) experts. Two(2) selected from the Department of Science Education, and two (1)

from department of Educational Foundation Guidance and Counseling, with specialization in

Measurements and Evaluation, Faculty of Education, University of Uyo. The comments and

corrections made by the experts were considered in the final production of the instrument.
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3.7 Reliability of the Instrument

The BAT was used as pre-test for students’ concept of reproduction before treatment

commenced. After four weeks of treatment the same test questions were rearranged and used

in post testing. The BAT was not standardized test and so was validated and tested for

reliability using test-retest method administered on 30 students outside the study area.

Pearson Product Moment Correlation procedure was applied to the data collected and a

correlation coefficient (r) 0.79 was obtained.

3.8 Method of Data Collection

The researcher obtained a letter of introduction from the Head, Department of Science

Education, Faculty of Education, University of Uyo for the purpose of identification and to

solicit cooperation from the school principal, students and game master in selected schools in

Itu Local Government Areas. The respondents were given the instrument directly. The

researcher employed the services of 3 research assistants who were properly briefed to

distribute and collect the questionnaire from the respondents immediately they were

completed.

3.9 Method of Data Analysis

The data obtained from the student’s achievement in Biology was analyzed using

mean and standard deviation for the research questions and analysis of covariance

(ANCOVA) for the hypothesis. The hypotheses were tested at 0.05 level of significance. The

analysis of covariance was appropriate in other to ensure initial group differences.”