Cooperative, competitive, and individualistic science laboratory interaction patterns—effects on students' achievement and acquisition of practical skills

Abstract

Using 1025 junior secondary class three (ninth grade) students and twelve science teachers, this study investigated the effects of cooperative, competitive, and individualistic science laboratory interaction patterns on students' achievement in science and the level of acquisition of practical skills. A 3 × 3 (interaction pattern by ability) factorial model was employed for data gathering. Significant main and interaction effects were found for both dependent measures. The cooperative group was found to be superior on the achievement measure with no difference between the competitive and individualistic groups. The competitive group, however, outperformed the others in practical skills. Additional data indicated that the mixed ability cooperative group did significantly better than the mixed ability competitive group in achievement but not in practical skills. In sum these data are supportive of the differential effects of cooperative, competitive, and individualistic goal structures on cognitive and psychomotor tasks. Results are discussed in terms of their implications for more productive science laboratory work.

Effects of cooperative learning and problem-solving strategies on Junior Secondary School Students' Achievement in Social Studies

“…This finding is related to some of the earlier findings and assertions by researchers such as Okebukola (1984), Alebiosu (1998), Esan (1999), Johnson and Johnson (1999) and Omosehin (2003). It was the conclusion of all these studies that cooperative learning strategy seems more useful than other instructional strategies.…”

“…Such studies include those of Okebukola (1984), Alebiosu (1998), Esan (1999) and Adeyemi (2002). More recently, Omosehin (2003) investigated the effects of a training programme in cooperative learning of pre-service teachers' classroom practice and pupils' learning outcomes in Social…”

Strategies for Promoting Entrepreneurial Skills in Science Education Students for Poverty Eradication

“…This result is in agreement with Enukoha, (2002) and Uka, (2006) who opined that a scientists must be persistence, selfconfident and patient, inquisitive, thorough, competent, risk-taker, resourceful, rationalization of every act, optimistic, realistic, systematic process, determined, very hardworking, resilience. The result also agrees with Odubunmi (1983), Screen (1976), Okebukola (1984) and Scott (1998) who identified classroom assessment technique, case study/discussion method, cooperative learning strategies, using questions, conference style learning, use of writing assignments, dialogues and ambiguity as methods/strategies the science teacher can use while teaching science education students in order to promote entrepreneurial skills in their students for poverty eradication. Items 1-6 in both tables 1 and 2 show that the knowledge of science will enhance entrepreneurial skills development in science education students.…”

“…Odubunmi (1983) identified classroom assessment technique as one of such strategies. Screen (1976), Odubunmi (1983), Okebukola (1984) and Scott (1998) opined that case study/discussion method, cooperative learning strategies, using questions, conference style learning, use of writing assignments, dialogues and ambiguity as methods/strategies the science teacher can use while teaching students in order to promote entrepreneurial skills in their students for poverty eradication. There is therefore the need to find out from science education students, strategies that can be used in the teaching of science to promote entrepreneurial skills for poverty eradication.…”

Cooperación en entornos telemáticos y la enseñanza de la química

“…Numerosos estudios avalan la eficacia del aprendizaje cooperativo en la didáctica de la química (Bowen, 2000) tanto en la educación secundaria (Okebukola y Ogunniyi, 1984) como en niveles superiores (Cooper, 1995). El trabajo cooperativo no sólo se aplica en el aula (Kogut, 1997), sino también en el laboratorio (Wenzel, 1995).…”