Effect of Group-based Learning and Students' Academic Performance in Basic Science and Technology

1.1 Introduction

Group-based learning is a teaching and learning strategy that involves students working collaboratively in small groups to achieve shared academic goals. in the context of education, group-based learning is not only a method of transmitting knowledge but also a way of developing essential skills such as communication, teamwork, critical thinking, and problem-solving (Johnson et al., 2017). Basic Science and Technology, on the other hand, is a foundational subject in the Nigerian school curriculum designed to equip students with the necessary knowledge, skills, and attitudes to comprehend scientific concepts, technological innovations, and their applications in daily life (Federal Ministry of Education, 2014).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research questions, Limitation of the study and Definition of terms.

1.2 Background of the Study

Over the decades, group-based learning has been adopted and adapted globally across different educational systems and subject areas. In science education, research increasingly highlighted its role in fostering critical thinking, creativity, and deeper understanding of concepts. In Nigeria, the adoption of group-based learning in classrooms has been gradual, influenced by global educational reforms and national efforts to improve science and technology education. The Federal Ministry of Education (2014) reported that the inclusion of learner-centered approaches in the curriculum was intended to make Basic Science and Technology more engaging and practical for students. However, despite these reforms, teacher-centered methods have remained dominant in many classrooms. Okebukola (2019) contended that poor teacher training, large class sizes, and lack of resources limited the widespread implementation of group-based strategies in science education.

Basic Science and Technology is a vital subject in the Nigerian school curriculum as it provides the foundation for scientific literacy and technological development. According to the Federal Ministry of Education (2014), the subject is designed to enable students to acquire the knowledge, skills, and attitudes necessary for coping with the challenges of modern scientific and technological advancement. It is also intended to stimulate curiosity, develop problem-solving abilities, and prepare learners for future careers in science, technology, engineering, and mathematics (STEM). However, the performance of students in Basic Science and Technology has remained unsatisfactory in many Nigerian schools, which is raising concerns about the effectiveness of instructional methods employed in teaching the subject.

Scholars have long debated the impact of teaching methods on student performance. Adeyemi (2018) reported that the persistent use of traditional lecture-based methods has contributed significantly to students’ poor academic performance, as this method often encourages rote learning rather than deep understanding. Similarly, Okebukola (2019) asserted that many science classrooms in Nigeria are still dominated by teacher-centered approaches, which limit student participation and creativity. Slavin (2015) affirmed that students achieve better academic outcomes when actively engaged in cooperative or group-based learning, as it fosters interaction, idea sharing, and peer-to-peer support (Slavin, 2015).

Group-based learning has gained attention globally as a learner-centered strategy with significant benefits. Johnson and Johnson (2017) stated that cooperative learning allows students to work collaboratively, promoting shared responsibility and individual accountability. They further contended that such interaction improves comprehension and retention of concepts. Nwankwo (2021) reported that group-based learning improves not only cognitive outcomes but also social skills, teamwork, and communication, which are essential for holistic education. On the other hand, scholars such as Adebayo and Olatunde (2020) affirmed that challenges such as dominance of stronger students, unequal participation, and poor group management sometimes hinder the full effectiveness of group-based learning. in the Nigerian context, the relevance of group-based learning to Basic Science and Technology cannot be overemphasized, as it has the potential to transform passive classrooms into active and engaging learning environments. It encourages collaboration, critical thinking, and problem-solving, which are essential for grasping scientific concepts. This study is set against the backdrop of examining how group-based learning affects students’ academic performance in Basic Science and Technology.

1.3 Statement of Problems

Investigation revealed that traditional teacher-centered methods remain dominant in most classrooms, which is limiting opportunities for learners to actively participate, engage, and collaborate with their peers. The result is a passive learning environment where students are mere recipients of information rather than active participants in knowledge construction (Adeyemi, 2018).

Furthermore, Group-based learning is presented as an effective pedagogical approach that accentuates collaboration, peer-to-peer interaction, and shared responsibility in learning. It is argued that when students learn together, they are more likely to develop critical thinking, communication, and problem-solving skills that are essential for understanding scientific and technological concepts (Johnson & Johnson, 2017).

However, the extent to which group-based learning influences academic performance in Basic Science and Technology is still a subject of concern in Nigeria. On the other hand, challenges such as unequal participation, dominance of stronger students over weaker ones, and difficulties in managing group dynamics sometimes make group-based learning less effective than anticipated (Okebukola, 2019).

There is also the issue of student diversity in terms of learning abilities, background knowledge, and attitudes towards collaboration. While some students thrive in group settings, others struggle with communication by their peers (Nwankwo, 2021). It is against this backdrop that this study seeks to examine the effect of group-based learning on students’ academic performance in Basic Science and Technology.

1.4 Aim and Objectives of the Study

The aim of this study is to investigate the effect of group-based learning on students’ academic performance in Basic Science and Technology.

The specific objectives of this study are:

1. To determine the effect of group-based learning on students’ achievement in Basic Science and Technology.
2. To investigate the extent to which group-based learning enhances students’ interest and motivation in Basic Science and Technology.
3. To examine how group-based learning improves collaboration and problem-solving skills among students.
4. To identify challenges associated with the implementation of group-based learning in teaching Basic Science and Technology.

1.5 Research Questions

Based on the stated objectives, the study will address the following research questions:

• What is the effect of group-based learning on students’ achievement in Basic Science and Technology?
• To what extent does group-based learning enhance students’ interest and motivation in Basic Science and Technology?
• How does group-based learning improve collaboration and problem-solving skills among students?
• What challenges are associated with the implementation of group-based learning in teaching Basic Science and Technology?

1.6 Significance of the Study

It is believed that at the completion of the study, the findings will serve as a guide for teachers in adopting instructional practices that enhance active learning, problem-solving, and collaboration. The findings will also be useful to teachers as it will guide them in adopting learner-centered approaches that encourage active participation, collaboration, and problem-solving among students.

For educational policymakers, the study will serve as a basis for formulating policies that promote innovative teaching methods, with emphasis on training and retraining teachers in cooperative learning techniques.

Furthermore, students will benefit directly as the study will accent how group-based learning fosters teamwork, communication skills, and critical thinking abilities, which will not only improve their academic achievement but also prepare them for real-life problem-solving situations.

Finally, the study will contribute to the body of knowledge by filling existing gaps in literature concerning the relationship between group-based learning and academic performance in Basic Science and Technology, particularly in the Nigerian context. It will provide a foundation for further research on innovative instructional strategies that support effective science and technology education.

1.7 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant relationship between group-based learning and students’ academic performance in Basic Science and Technology.
• H₀2: Group-based learning significantly improves students’ achievement in Basic Science and Technology.
• H₀3: Group-based learning significantly enhances students’ interest and motivation in Basic Science and Technology.
• H₀4: Group-based learning significantly improves students’ collaboration and problem-solving skills.

1.8 Scope of the Study

The scope of this research is focused on the Effect of Group-Based Learning and Students’ Academic Performance in Basic Science and Technology. This study will be carried out among Junior Secondary School students in selected schools within Lagos State, Nigeria.

1.9 Limitations of the Study

A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:

1. Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
2. Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
3. Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
4. Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.

1.10 Definition of Terms

Group-Based Learning:

Group-based learning is an instructional approach where students work collaboratively in small groups to achieve academic goals and improve understanding of concepts (Johnson & Johnson, 2017). It emphasizes cooperation, peer support, and shared responsibility in the learning process.

Academic Performance:

Academic performance refers to the measurable outcomes of a student’s learning, often expressed through grades, test scores, or other assessments of achievement (Slavin, 2015).

Basic Science and Technology:

Basic Science and Technology is a core subject in the Nigerian school curriculum aimed at equipping students with knowledge, skills, and attitudes necessary for scientific literacy and technological advancement (Federal Ministry of Education, 2014).

Collaboration:

Collaboration refers to the process of working together in groups, sharing ideas and responsibilities to achieve a common academic goal (Nwankwo, 2021).

Learner-Centered Approach:

A learner-centered approach is a teaching method that places students at the center of the learning process, encouraging participation, interaction, and independent thinking (Adebayo & Olatunde, 2020).

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceptual review, teaching and learning of basic science and technology, theoretical framework, and empirical review of related studies.