Relative Effect of Two Forms of Pedagogy on Secondary School Students Performance in Ecology Concepts in Rivers State

Abstract This paper investigates the effectiveness of forms of pedagogy on secondary school students' performance in ecology in Rivers State. The study adopted a quasi-experimental design in four secondary schools and considered a sample size of 240 senior secondary two students. In each sampled schools, one class was randomly assigned the experimental group (Collaborative) while the other the control group (guided inquiry). The result of the pre-test and post-test were analysed using mean, standard deviation and z-test. Hypotheses were tested at P<0.05. Result obtained showed that students in collaborative group performed significantly better than those in guided inquiry group. Resulting from these, the study recommended that collaborative teaching strategy be adopted at the secondary school level of education