Effect of Students-Team-Achievement-Division (STAD) and Academic Performance of Students in Biology in Essien Udim Local Government Area

Abstract

Instructional strategy used by science teacher is critical for effective teaching and learning of Biology. The study examined the effects of Student-Team-Achievement-Division (STAD) instructional strategy on Biology students' academic performance on the concept of ecosystem in Essien Udim Local Government Area. Two research questions were raised and two null hypotheses formulated to guide the study. The study was a quasi-experimental with non-randomized pre-test, post-test design. The population was 1,186 senior secondary two (SS 2) students from six co-educational public Secondary Schools in Essien Udim Local Government Area of Akwa Ibom State. Criterion sampling technique was used to select two schools for the study. An intact class of SS2 was adopted from each school and the sample of 147 SSS II (males= 78; females= 69) was obtained. Researchers’ made instrument titled “Biology Academic Performance Test (BAPT) which had twenty (20) questions was used for data collection. The reliability co-efficient for BAPT was determined using test retest. The data was analysed using KR20 and r= 0.83 was obtained. The data obtained from tests were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The result showed that there was a significant difference in the academic performance of students in the concepts of ecosystem taught using Student-Team-Achievement-Division (STAD). There was no significant influence of gender on the students’ performance; and that there were no significant interaction effects of learning strategies (Student-Team-Achievement-Division (STAD) and expository) and gender on Biology students' academic performance on the concepts taught. It is recommended that Biology teachers should employ Student-Team-Achievement-Division (STAD) during instructional delivery to enhance students’ academic performance in Biology