Effectiveness of Cooperative Learning Strategies on Nigerian Junior Secondary Students’ Academic Achievement in Basic Science

Bukunola, Bilesanmi-Awoderu Jumoke; Idowu, Oludipe Daniel

doi:10.9734/bjesbs/2012/1628

Cited by 27 publications

(22 citation statements)

References 16 publications

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“…The results of this study corroborate the findings of studies by [13,14,10,15,11,12] where students instructed with cooperative learning strategy achieved significantly higher in score than those instructed using lecture method in independent studies on effect of cooperative learning strategy on students' academic performance in biology. This results further supports the findings of studies on the effect of cooperative learning strategy on students' academic performance in basic science by [19,17,18,20] where the effectiveness of cooperative learning teaching strategy in teaching basic science were found. The agreement of the finding of this study with other studies confirms the effectiveness of cooperative learning instructional strategy in teaching biology.…”

Section: Discussion Of Resultssupporting

confidence: 90%

“…Cooperative learning strategy has also been explored in other subject areas. Bukunola and Idowu [17] for example studied the effectiveness of cooperative learning strategies on Nigeria Junior Secondary Students academic achievement in Basic Science. The sample was 120 students and instruments Achievement Test for Basic Science students (ATBSS) and Basic Science Anxiety Scale (BSAS).…”

Section: Studentmentioning

confidence: 99%

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

Kingdom-Aaron

Etokeren

Okwelle

2019

JSRR

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Aims: This study investigated the effect of cooperative learning strategy on students’ academic performance in biology in Senior Secondary Schools in Rivers State. Study Design: Quasi-experimental design. Place and Duration of Study: Port Harcourt, Rivers State, located in the South-South geo-political zone of Nigeria, West Africa. Methodology: The population consist of 2,150 Senior Secondary three biology students out of which 120 students of intact classes in selected schools formed the sample. Three research questions and three hypotheses guided the study. The instrument used in data collection was Biology Performance Test developed by the researchers. The test items were selected from standardized past questions of Senior School Certificate Examinations conducted by The West African Examinations Council and validated by two lecturers in Science Education and one lecturer in Measurement and Evaluation. The reliability coefficient was determined by test retest method using Pearson Product Moment Correlation Coefficient to be 0.78. Mean, standard deviation and t-test at .05 level of significance were used for data analysis. Results: The results of the study revealed a significant difference in performance between students taught biology with cooperative learning strategy and those taught with conventional lecture method. Students in the experimental group where cooperative learning teaching strategy was adopted scored significantly higher in biology performance test than those in lecture method group. There was no significant difference in performance based on gender (male and female) and school type (public or private). Conclusion: Cooperative learning strategy is more effective in teaching and enhances biology students’ performance than the conventional lecture method.

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Section: Discussion Of Resultssupporting

confidence: 90%

Section: Studentmentioning

confidence: 99%

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

Kingdom-Aaron

Etokeren

Okwelle

2019

JSRR

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“…They reported that there was no significant difference between the implementation of cooperative earning and conventional method. It contrasted with some studies which declared that the utilization of cooperative learning is more effective than conventional instruction for improving students' achievement (Gillies, 2006;Hennessy & Evans, 2006;Johnson et al, 2000;Bukunola & Idowu, 2012).…”

Section: Discussionmentioning

confidence: 91%

Does Cooperative Learning Bring Positive Effect on Students’ Vocabulary Achievement?

Hidayat

Sari

2019

IDEAS

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This study wanted to investigate the effect of cooperative learning on students’ vocabulary achievement. The subject of this study is 54 students of grade seven in one of public junior high schools in East Java Indonesia. The researcher divided the subjects into two groups; experimental and control groups which consisted of 27 students. The instruments of this study were used tests, and observation. The tests consisted of pre and posttest which delivered in the first and the last meeting. The observation was done to observe the situation of students in the classroom during the implementation of cooperative learning and conventional method. In this study, the researcher used SPSS 24 to analyze the data. The result of this study revealed that the use of cooperative learning and conventional method significantly improve students’ vocabulary achievement. It also gave positive effects for the students such as; increasing students’ motivation and cooperation and decreasing their nervous. The result also showed that there was no significant different between conventional method and cooperative learning on students’ vocabulary achievement.

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“…Based on the study, the classroom management gets only an average score. Based from the study of Jalali et al, classroom management can be defined as "the actions teachers take to create an environment that supports and facilitates both academic and social emotional learning" [43].…”

Section: Learning Resources and Classroom Managementmentioning

confidence: 99%

Factors of Performance of Secondary Schools in Science, Mathematics and English

Cabrella

Junsay

2019

AJESS

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This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

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Effectiveness of Cooperative Learning Strategies on Nigerian Junior Secondary Students’ Academic Achievement in Basic Science

Cited by 27 publications

References 16 publications

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

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

Does Cooperative Learning Bring Positive Effect on Students’ Vocabulary Achievement?

Factors of Performance of Secondary Schools in Science, Mathematics and English

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