Mathew Olagoke Ayodele, J. Oba Fatoba


The study assessed the effect of small-group learning instruction on attitudes and performance of Basic Science students in Ekiti State, Nigeria. The study adopted a quasi-experimental of pre-test, post-test research design and was carried out on 180 JSS 2 students selected from six secondary schools using purposive sampling techniques. The two instruments used for the study included: Basic Science Performance Test (BSPT) and Students’ Attitudinal Scale (SAS). Five hypotheses were generated for the study and tested at 0.05 level of significance. The findings of the study revealed that small-group learning instruction had significant and positive effects on students' attitudes and performance in Basic Science. The findings also indicated that gender had no significant effect on attitude of students taught using small-group learning instruction. Based on the academic success recorded by the small group learning classrooms, it was suggested that small-group learning instruction which is more student-centered and having potential of enhancing students’ attitudes toward Basic Science should be adopted as a teaching strategy in schools.


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small-group learning instruction, students’ performance, attitude, junior secondary school students and basic science


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DOI: http://dx.doi.org/10.46827/ejsss.v0i0.72

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