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EFFECT OF ABILITY GROUPING INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN BIOLOGY

Abstract 

The study sought to establish the effect of Ability Grouping Instructional Mode on students’ achievement in Biology. A sample of 166 SS II biology students (84 males and 82 females) was used for the study. The study was carried out in Nnewi North Local Government Area of Anambra State, Nigeria. A pretest – posttest quasi experimental design involving three experimental groups and one control group was adopted. A combination of the students end of SS I and first term SS II results were used to group them into High, Average and Low Ability Groups (HAG, AAG, and LAG). One intact class of mixed ability students was used as the Control. Results showed that (1) students of different ability levels taught Genetics using Ability Grouping Instructional Mode (AGIM) performed significantly better than their counterparts taught with Mixed Ability Grouping Instructional Mode (MAGIM), (2) the treatment (AGIM) was found to be effective in improving the achievement of Biology students in Genetics among all ability groups irrespective of gender. (3) AGIM was found to be most effective with the low achieving students. The paper therefore recommended that the Ability Grouping Instructional Mode be adopted in all schools as a way of improving performance in Biology.   

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