Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State

Kingdom-Aaron, Gloria Ibemenji; Etokeren, Inibehe Sunday; Okwelle, P. Chijioke

doi:10.9734/jsrr/2019/v23i630138

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…Similarly, to assess how cooperative learning affects student success and retention, in the past, studies have focused on looking at the application of various techniques of cooperative learning, for example, learning together, alternative instruction, and jigsaw techniques [35]. However, these studies have not examined the Student Teams-Achievement Divisions (STADs) model, without considering a knowledge gap.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

Simesso,

Gutu,

Tarekegn

2024

Education Research International

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This investigation was made necessary as a result of the inconsistently poor achievement that secondary school students have repeatedly achieved on chemistry exams in Nekemte Administration Town throughout the years. These poor results can be credited with the reality that the majority of secondary school teachers use ineffective teaching strategies that do not encourage students’ active learning through involvement. Therefore, this investigation examined the contribution of cooperative learning on high school students’ chemistry achievement and retention. Quasi-experimental research with a pretest–posttest nonequivalent control group design was adopted. One hundred twenty-eight students were involved, drawn from two intact classes in two different schools. A reliability value of 0.89 for the chemistry achievement test was employed. The findings of this investigation demonstrated a significant difference between students instructed through cooperative learning and students instructed using lecture-based teaching in terms of their chemistry achievement and retention (t (126) = 5.544, p<0.001) and (t (126) = 4.167, p<0.001), respectively. Pretest, posttest, and retention test results of the treatment group showed a significant difference that favors the posttest (r = 0.91, p<0.001) and retention test (r = 0.81, p<0.001). Gender differences did not exist in chemistry achievement (t (62) = −1.243, p<0.001) and retention (t (62) = −1.036, p<0.001).

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Section: Introductionmentioning

confidence: 99%

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

Simesso,

Gutu,

Tarekegn

2024

Education Research International

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Review of Innovative Teaching Strategies in Senior Secondary Schools Sciences

Kayode¹,

Ogundokun²,

Mohammed³

et al. 2020

JET

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Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

Adenike,

Olajumoke,

Allwell

2024

Shodh Sari

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This study examined the effect of audio-visual intervention and cooperative learning on keyboard mastery in computer studies among junior school students in Ede, Osun State. Three, hypotheses guided the study, and a 3×3 factorial quasi-experimental design was adopted which involved pre-test, post-test, non-randomized control and non-equivalent intact groups. The population for the study was all the students in Government Junior Secondary School Two in Ede South Local Government Area, Osun State, Nigeria, which at the time of this study was 965. The sample for the study was 261 from three intact classes; two experimental classes and one control class. Research Instruments consisted of: (i) computer keyboard mastery (CKM), (ii) Video Tutorials, (iii) Interactive Keyboard Simulator (iv) Typing Games and (v) a lesson plan structure provided to facilitate the teaching of computer keyboard mastery. The Computer Keyboard Mastery (CKM) was validated and pilot tested for reliability using Kuder Richardson 20 (KR-20) formula with a result of 0.75 value. Using ANCOVA to test the hypotheses generated for the study, the results revealed that there is a significant main effect of audio-visual intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,177) =1137.406, p<0.05, η2=0.865). A significant main effect of cooperative learning exists on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,180) =1124.769, p<0.05, η2=0.862). There is a significant interactive effect of audio-visual and cooperative learning intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,128) =0.057, p<0.05, η2=0.830). It was recommended that: (i) audio-visual intervention and (ii) cooperative learning should be adopted independently and (iii) in combination of both audio-visual intervention and cooperative learning should be adopted in teaching and learning of computer keyboard mastery at the Junior Secondary Schools for effectiveness.

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Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State

Cited by 3 publications

References 5 publications

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

Review of Innovative Teaching Strategies in Senior Secondary Schools Sciences

Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

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