The study investigated the effect of peer-led team learning approach on students’ academic performance in Basic Science in Ekiti State secondary schools. This study adopted a pre-test-post-test experimental-control group design. The targeted population was the junior secondary school three (JSS III) students in public secondary schools in Ekiti State. The sample for this study consisted of 141 students which were selected from 4 secondary schools in Ekiti State. The sample was selected through multi stage sampling procedure. Basic Science Achievement Test (BSAT) designed by the researcher was used data collection. The instrument was validated by the research before it was used for data collection. The experimental procedure was carried out in three stages namely pre-treatment, treatment, and post0treatment stage. Inferential statistics of t-test was used for analysis of data. The result of findings revealed that the students in the two groups were homogeneous at the commencement of this study while there was significant difference in the post-test mean scores of students exposed to Peer-led team learning approach and conventional method. There was no gender difference in student responses to both peer-led team learning approach and conventional method. It can be concluded from the findings of this study that peer-led team learning approach is effective in improving the Ekiti state secondary school students’ academic performance in Basic Science. It was recommended among others that Basic Science teachers should be encouraged to adopt peer-led team learning approach as a strategy of teaching Basic Science.

Keywords: Peer-led Team Learning Approach, Conventional Method, Academic Performance, Students, Basic Science,

Cite this article: