Effects of Cooperative E-Learning Approach on Students’ Chemistry Achievement in Koibatek Sub-County, Kenya

Chebii, Roselyn; Wachanga, Samuel W.; Anditi, Zephania

doi:10.4236/ce.2018.912137

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Similar results could also be seen for high achievers of the experimental group who showed a lot of involvement in their study as compared to the high achievers of the control group. Chebii et al (2018) also found in their study that students who were taught through STAD performed better than the conventional group. This confirms the results of this study.…”

Section: Significantmentioning

confidence: 87%

Effect of Cooperative Learning Approach on Ninth Grade Students’ Achievement in Chemistry

Khan

Farooq

Zahoor-ul-Haq

2020

RJSSER

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Effective science teaching methods can increase the learning process of learners. It facilitates both teachers and learners in creating an environment of learning. Therefore, the researchers tried to find the effect of a cooperative learning approach on student's achievement in the subject of chemistry. The main objectives of the study were: a) to study the difference between cooperative learning and traditional methodologies in terms of achievement in chemistry teaching at grade-IX and b) to analyze the difference between both methodologies in terms of achievement while comparing students of diverse intelligence of both groups. To accomplish these targets null hypotheses were tested. The nature of this study was experimental (Pre-test, Post-test equivalent group design). Forty-Two students were selected as a sample from Government Boys High School No 1 Nowshera Kalan on basis of pre-test score. Then two equal groups were formed i.e. experimental and control having an equal number of students 21 each. Both groups were taught the same three lessons, selected from of 9th-grade chemistry book (Khyber Pakhtunkhwa, Text-Book board). The Control group was taught these three selected lessons through the traditional method of science teaching. On the other hand, some chapters were taught to the experimental group through Slavin's student's team achievement division (STAD). This treatment lasts for six weeks and in the end, a teacher-made post-test was administered to both groups. The collected data were analyzed by applying an independent sample t-test. It was concluded from the analysis of data that chemistry learning through STAD was more effective than the traditional method of science. The same was also noticed for low achievers and high achievers of both groups. Based on the conclusion, it is recommended that science teachers should implement this method in their classrooms. Furthermore, curriculum developers should design such a curriculum which will be in favor of teaching this method.

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Section: Significantmentioning

confidence: 87%

Effect of Cooperative Learning Approach on Ninth Grade Students’ Achievement in Chemistry

Khan

Farooq

Zahoor-ul-Haq

2020

RJSSER

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“…Moreover, there is substantial research findings that use of experimental approach in learning and teaching Licensed Under Creative Commons Attribution (CC BY-NC) improves students' activeness in Physics teaching learning process (Telaumbanua, 2017). According to Chebii (2019), some science teachers are not well-equipped to teach science effectively. Some of their deficiencies include the use of unsuccessful science instruction methods, a lack of commitment, and inaccurate assessments of students' science learning outcomes.…”

Section: Use Of Experiments In Teachingmentioning

confidence: 99%

Effects of Virtual Laboratory-Based Instruction on the Frequency of Use of Experiment as a Pedagogical Approach in Teaching and Learning of Physics in Secondary Schools in Kenya

Okono,

Wangila,

Chebet

2023

AJERNET

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Information and communications technology (ICT) incorporation in teaching physics in Kenyan secondary schools cannot be overlooked, given the key roles and benefits that ICT offers in the process of teaching and learning. Consistently poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. Therefore, there is a need for the incorporation of more effective teaching strategies to improve performance in physics and for students’ interest and attitude in learning the subject to change. Technology-based or enhanced learning leverages all learners, irrespective of their traits or socio-economic status. This study aimed at establishing the effects of virtual laboratory-based instruction (VLBI) on the use of experiments as a pedagogical approach. The study objectives were to establish the effect of virtual laboratories on the frequency of use of experimental teaching approaches in learning physics in secondary schools and to determine the extent of the relationship between physics teachers knowledge of the selected ICT frameworks and the use of virtual experiments in teaching and learning physics in secondary schools in Kenya. The study was supported by behaviourism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. The sample size was 44 teachers and 358 students, summing up to 402 respondents. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories advance the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. The findings of this study would help educational planners successfully design and implement various classroom-based innovations that would enable seamless integration of virtual laboratories into classroom instruction.

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“…A study by Chebii, Wachanga, and Anditi (2018), that sought to establish the effect of cooperative learning approach on the performance of students in Chemistry performance tests in secondary schools in Koibatek Sub-county. The study revealed that there were significant differences in the academic performance in Chemistry test between the students who were taught using the cooperative learning approach and those who were taught using conventional methods.…”

Section: Effects Of Cooperative Learning Approach On Students' Academmentioning

confidence: 99%

Effect of Cooperative Learning Approach on Students’ Academic Achievement in English in Co-Educational Public Secondary Schools, Nakuru County, Kenya

2020

JLLL

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A lot of scholarly research articles have lauded the positive significant contribution of Cooperative Learning Approach (CLA) and its effect on student's academic achievement. However none of those studies have been conducted on English subject, therefore this study investigated how the use of CLA affects students' academic achievement in English in public coeducational secondary schools in Nakuru County. The study adopted quasi experimental design, based on Solomon Four-group, Non-equivalent Control Group Design. The study involved two Experimental groups, E1 and E2 which were taught through CLA method and two Control groups, C1 and C2 which were taught through the Conventional methods. The target populations were students and teachers from the four coeducational public secondary schools of Nakuru County. The accessible population was 766 form three students in the four schools. The study sample size was 242 Form three students from the four coeducational public secondary schools in Nakuru County. The study used English Achievement Test (EAT) to collect quantitative data. Data was analyzed using both descriptive and inferential statistics using the Statistical Package for Social Sciences (SPSS version 24). Comparing the mean gain for the two groups of students', it was established that students using cooperative learning approach were 12% higher in English achievement test as compared to their peers who were taught using conventional methods. The study concluded that there was statistically significant effect of cooperative learning approach on students' achievement of English in public coeducational secondary schools in Nakuru, County Kenya (F(1,216)=113043.974, p<0.05). The study further concluded that use of cooperative learning approach improves student achievement in English compared to use conventional methods. The study recommended teachers to adopt modern constructivism approaches to teaching students especially Cooperative learning approach that is student centered.

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Effects of Cooperative E-Learning Approach on Students’ Chemistry Achievement in Koibatek Sub-County, Kenya

Cited by 6 publications

References 7 publications

Effect of Cooperative Learning Approach on Ninth Grade Students’ Achievement in Chemistry

Effect of Cooperative Learning Approach on Ninth Grade Students’ Achievement in Chemistry

Effects of Virtual Laboratory-Based Instruction on the Frequency of Use of Experiment as a Pedagogical Approach in Teaching and Learning of Physics in Secondary Schools in Kenya

Effect of Cooperative Learning Approach on Students’ Academic Achievement in English in Co-Educational Public Secondary Schools, Nakuru County, Kenya

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