Effects of Team and Project-based Learning Strategies on Senior Secondary School Students’ Achievement in Ecology in the Abeokuta Metropolis, Nigeria

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dc.contributor.authorRebecca Iyabo OGUNRINDE
dc.date.accessioned2026-10-08T15:11:44Z
dc.date.available2026-10-08T15:11:44Z
dc.date.issued2025-12
dc.description.abstractChief Examiner’s reports of WAEC highlight persistent challenges, particularly in Ecology, where students struggle with critical thinking, analytical reasoning, and real-world application of biological concepts. This study determined the Effects of Team and Project-based learning strategies on senior secondary school students' achievement in Ecology in the Abeokuta Metropolis, Nigeria. Four hypotheses were formulated and tested at 0.05 level of significance. The pretest–posttest control group quasi–experimental design was adopted. The study population comprises 3,680 SS II students (1,706 male and 1,974 female students); from which, a total of 91 participants (44 male and 47 female students) from the three randomly selected schools participated in this study. Ecology Achievement Test (EAT) (KR-20 = 0.76) and Instructional Guides for Teaching and Learning Ecology were used as instruments for data collection. Analysis of Covariance (ANCOVA) was used for data analysis. There was a significant main effect of Team–based learning strategy on senior secondary school students’ achievement in Ecology (F(1; 55) = 160.770, p < 0.05, partial η² =0.745). There was significant main effect of Project-based learning strategy on senior secondary school students’ achievement in Ecology (F(1;57) = 79.050, p < 0.05, partial η² = 0.581). There was no significant main effect of gender on senior secondary school students’ achievement in Ecology (F(1; 88) = 0.002, p > 0.05, partial η² = 0.000). There was significant interaction effect of Team–based learning strategy, Project-based learning strategy and gender on senior secondary school students’ achievement in Ecology (F(5;84) = 40.191, p < 0.05, partial η² = 0.705). Based on the findings, the study concludes that Team based and Project-based Strategies enhanced students’ achievement. The study recommends the adoption of these innovative strategies in teaching Ecology to promote better academic outcomes among senior secondary school students regardless of gender differences. Keywords: Academic achievement in Ecology, Team–based learning strategy, Project-based learning strategy, Traditional teaching strategy Word Count: 297
dc.identifier.citationKate Turabian
dc.identifier.otherM.Ed
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1603
dc.language.isoen
dc.publisherLead City University Ibadan
dc.relation.ispartofseriesM.Ed
dc.subjectAcademic achievement in Ecology
dc.subjectTeam–based learning strategy
dc.subjectProject-based learning strategy
dc.subjectTraditional teaching strategy
dc.titleEffects of Team and Project-based Learning Strategies on Senior Secondary School Students’ Achievement in Ecology in the Abeokuta Metropolis, Nigeria
dc.typeThesis

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