Effect of Group Learning Strategy on Academic Performance in Biology Concepts Among Secondary School Students in Funtua Local Government Area, Katsina State

ABSTRACT This work with the title “effect of group learning strategy on academic performance of biology concept among secondary students in funtua local government area of katsina state” the aims to this research work is to carried out to investigate the Effect of Group Learning Strategy on Academic Performance of Biology Concept among Secondary Students in Funtua Local Government Area of Katsina State. The objectives of this work are; to determine the difference between the performance of students taught biology using group learning and those taught using conventional lecture method, to examine the retention ability of students taught using group learning strategy and those taught using conventional lecture method in Secondary Schools in in Funtua Local Government Area, Katsina State, to determine the difference between the performance of male and female students taught biology using group learning strategy in senior secondary school in Funtua Local Government, Katsina State in Nigeria, secondary education serves as the foundational level for students to acquire essential knowledge and skills, particularly in subjects like biology, which form the basis for further studies and careers in science-related fields. The effectiveness of teaching methodologies employed in secondary schools significantly impacts students' academic performance and their ability to grasp complex scientific concepts. The traditional approach to teaching biology often involves teacher-centered methods where information is predominantly delivered through lectures and individual study. Based on the findings of this study, it is concluded that students who were taught Biology using group learning strategy performed significantly better than those taught using the conventional lecture method. This indicates that group learning strategy is a more effective method of teaching Biology, as it promotes active learning, collaboration, and critical thinking among students. Students taught using group learning strategy have better retention ability than those taught using the conventional lecture method. This implies that group learning strategy helps students to retain Biology concepts better, leading to long-term retention of knowledge and understanding. It was also concluded that group learning strategy is gender-friendly, as there was no significant difference in the performance of male and female students taught Biology using this method. This indicates that group learning strategy is inclusive and can be used to teach Biology to students of both genders, without any bias or discrimination.