Effects of Peer-Assisted Learning Strategies as Pedagogical Approaches on Students’ Academic Performance in Basic Science

Abstract

Instruction involves the art of impacting knowledge unto students in order to bring about a change in behaviour as a result of experiences from the impacted knowledge. The art of impacting knowledge requires the teacher selecting appropriate pedagogical strategies that would bring about appreciable academic achievement among the students. This study was carried out to examine the effects of peer-assisted learning strategies as pedagogical approaches on students’ academic performance in basic science. The study involved 213 students randomly sampled from eight junior secondary schools in education district iii of lagos state. Basic science achievement test on (bsat) was used for data collection. Data collected were analyzed with the use of mean scores and analysis of covariance (ancova). Findings revealed that students exposed to peer-assisted learning strategies generally outperformed those in the traditional lecture group with average mean sores of 10.92 and 7.44, respectively. Furthermore, results showed that there was a significant effect of treatment on students’ achievement scores in basic science, f (3, 204) = 24.23, p<0.05, partial ɳ2 = .263, r2 =.272. There is no significant interaction effect between teaching strategies and gender on students mean achievement score in basic science, f(3, 204) = 0.296; p > 0.05, partial ɳ2 = .004, r2 =.272. Inferentially, peer-assisted learning strategies can help to enhance students’ academic performance.  Consequently, education stakeholders particularly teachers, school authorities and educational administrators should ensure that peer-assisted learning strategies are integrated into the teaching-learning process.