Impacts of Demonstration and Reciprocal Peer Tutoring Instructional Strategies on Academic Performance in Genetics among Senior Secondary II Biology Students in Bauchi Metropolis.

Abstract

This study investigated the Effects of Demonstration and Reciprocal Peer Tutoring Instructional Strategies on Secondary School Students' Performance in Genetics in Bauchi Metropolis. The design of the Study was a Quasi-experimental research design involving pre-test, post-test and non-equivalent control group design. Two research questions and two null hypotheses guided the study. The Population of the Study was 32,120 Senior Secondary School Students SS II in all the 22 Secondary Schools. Simple random Sampling technique was used to select three (3) Schools with sample size of 118.  The instrument for data collection was Genetics Performance Test (GPT). The reliability coefficient of GPT was r꞊ 0.50. Mean and Standard Deviation were used to answer the  research questions, while Analysis of Variance and t-test were used to test the null hypotheses at alpha ꞊ 0.05 level of significance. The findings revealed that students taught genetics using Peer Tutoring Instructional Strategy performed significantly better than those taught using Demonstration and Conventional method. There was also significant difference between male and female students taught genetics using Reciprocal Peer Tutoring. Based on these findings, it was recommended that Biology teachers should use an instructional method such as Reciprocal Peer Tutoring Instructional Strategy in teaching Biology as its helps in improving Students' academic performance. Also, in collaboration with the state government, the ministry of education should organized seminars, workshops and conferences for training and retraining of Biology teachers on the use of Reciprocal Peer Tutoring.