Effects of homogeneous and heterogeneous sex grouping on biology students’ achievement and retention in Delta North Senatorial District, Delta State, Nigeria
Paper Details
Effects of homogeneous and heterogeneous sex grouping on biology students’ achievement and retention in Delta North Senatorial District, Delta State, Nigeria
Abstract
The effects of homogeneous and heterogeneous sex groupings on biology students’ achievement and retention in Delta North Senatorial Districts were the focus of this study. The pretest, posttest, non-equivalent quazi-experimental design was adopted for the study. The population consist of six thousand four hundred and fifty three (6.453) senior secondary school II Biology students in all the public mixed and single-sex senior secondary school. The simple random sampling technique was used to select a sample size of three hundred and twenty five (325) SSII Biology students from six (6) secondary schools. Research questions and hypotheses were formulated to guide the study. Research instrument used for the study was a Biology Achievement Retention Test (BART). The reliability coefficient of 0.82 was obtained using the Kuder-Richardson 21 formula. The single-sex schools served as the homogeneous group while the mixed-sex schools served as the heterogeneous group. Data was collected by administering the instrument (BART) as pretest and posttest. The data obtained were analyzed using mean, standard deviation and t-test analysis. Results showed a significant difference between mean achievement scores among students taught biology in homogeneous and heterogeneous sex classes in favour of students in the heterogeneous sex classes, and a significant difference between mean retention scores of students who were taught biology in homogeneous and heterogeneous sex classes in favour of students in the heterogeneous sex class. Based on the findings, it was concluded that heterogeneous sex grouping promotes students’ academic achievement and retention in biology than homogeneous sex group.
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