“Team Pair Solo” Cooperative Learning and Personality Type as Determinants of Students’ Achievement and Attitude to Chemistry

Ogunleye, BO

doi:10.4314/afrrev.v5i6.22

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…The learner, himself is a central factor in determining whether meaningful learning will take place or not. This may include his background, motivation, age, sex or gender, personality, cognitive style and so on (Tai, Sadler and Loehr(2005), Ogunleye(2011), Alavi andHoseini, 2009, Bassey, Umoren andUdida,2013 ) According to Miller (1987) cognitive styles represent the individual differences in the various subcomponents of an information-processing model of three main cognitive processes: perception, memory, and thought. He argued that "all of the cognitive styles are subordinate to, and reflect, a broad super ordinate stylistic (analytic-holistic) difference".…”

Section: Introductionmentioning

confidence: 99%

Influence of Cognitive Style and Gender on Secondary School Students’ Achievement in and Attitude to Chemistry

Idika¹

2017

ASSRJ

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The purpose of the study was to determine the influence of two major cognitive styles (Field Dependent and Field independent) and gender on students' achievement in and attitude to chemistry. A total of two hundred and eight (208) SSII chemistry students drawn from some selected secondary schools in three local government areas in Ibadan, Oyo state, Nigeria participated in the study. Three instruments were employed in this research. They are Cognitive Style Checklist (r=0.84), Chemistry Achievement Test(r=0.81) and Students' Attitude to Chemistry Questionnaire(r=0.84). This was a survey research. Four hypotheses were tested at 0.05 level of significance and data collected were analyzed using Descriptive Statistics and t-test. The results showed that there was significant main difference between on field dependent and field independent students' achievement in chemistry (t(1,207) = 5.173; P < 0.05]; students with field independent level of cognitive style obtained higher mean score of chemistry achievement ( = 8.89) than those with field dependent level of cognitive style ( = 8.19); there was no significant main difference between field dependent and field independent students' attitude to chemistry [t(1,207) = 1.271; P>0.05] ; there was no significant main difference between male and female students' achievement in chemistry [t(1,207) = .704; P>.05] but the female students obtained higher mean achievement score ( = 98.64) than their male counterparts ( = 98.28); there was significant main difference between male and female students' attitude to chemistry [t(1,207) = 18.041; P<0.05]. Cognitive style can affect students' achievement in chemistry and those of the field independent category perform better than those of the field dependent category; whereas, cognitive style has no influence on students' attitude to chemistry. Even though, male and female students do not differ much in their achievement in chemistry, their attitude of the female students to chemistry is better than that of the male students. Therefore, it is recommended that teachers have adequate knowledge of the dominant cognitive style category in their classes as this could facilitate and ensure more meaningful learning as well as serve as guide for selection of teaching methods. In addition, chemistry teachers should make efforts in ensuring that chemistry classes are interesting and appealing to their male students.

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Section: Introductionmentioning

confidence: 99%

Influence of Cognitive Style and Gender on Secondary School Students’ Achievement in and Attitude to Chemistry

Idika¹

2017

ASSRJ

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“…This was related to the thoery I used from Klimek (2009) that in cooperative learning, the team of students consists of students with various ability working together on different activities to learn about a subject. Furthermore, Team Pair Solo technique has the steps in which those steps are what make the learning successful because helping the students in building their confidents especially when dealing with more difficult content material (spring, as cited in Ogunleye, 2011).…”

Section: Discussionmentioning

confidence: 99%

The use of team pair solo technique combined with picture as medium in teaching writing descriptive text

Muamalah¹

2020

ELTF

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This study was conducted to explore the implementation of Team Pair Solo and picture by an English teacher in teaching writing descriptive text. The aim was to describe the implementation of Team Pair Solo and picture in teaching writing descriptive text by English teacher, reveal the difficulties that faced by English teacher in teaching writing descriptive text using Team Pair Solo and picture, and explain how the English teacher solves those difficulties. In this study, I used qualitative method. The participant of this study was an English teacher in SMK NU 01 Hasyim Asy’ari Tarub in the academic year of 2019/2020. In this study, I used questionnaire, interview, classroom observation, and document analysis as data collection methods. The result revealed that the teacher integrated Team Pair Solo and picture with another teaching technique namely lecturing technique, other language skills (speaking, reading, and listening) and also a game. The game was intended to build the students’ enthusiasm in learning. This study showed that there was one main difficulty faced by the English teacher namely students’ limited vocabulary. In conclusion, Team Pair Solo and picture were an interesting and helpful technique and media that helped English teacher in the teaching and learning process and it was somewhat easy to be implemented. The technique and media also helped students to be actively engaged in the classroom activity.

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“…Despite that, there is emerging information on its manifestation as one of the major psychological problems among adolescents. This situation also leads to poor personality development, which could follow adolescence to adulthood (Ogunleye, 2011).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Acceptance and Commitment Therapy in the Treatment of Social Phobia among Adolescents in Secondary Schools in Oyo State, Nigeria

Babalola¹,

Ogunyemi²

2019

AJTUV

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Social phobia is a mental health problem that has been repeatedly linked with adolescents. This study therefore investigated the efficacy of Acceptance and Commitment therapy (ACT) on social phobia among secondary school adolescents in Oyo State, Nigeria. The study adopted a pretest – posttest control group quasi experimental design. The sample comprised of 104 secondary school adolescents identified with some levels of social phobia from the two randomly selected schools among the three senatorial districts of Oyo State. The selected students, grouped by schools and subsequently, treatment groups, were 51 and 53 for the control and experimental groups, respectively. The experimentation spanned a period of eight weeks, with ACT administered to the experimental group and placebo of leadership styles administered to the control group. The Social Phobia Inventory (SPI) was adopted and used for screening and in pretest and posttest stages. A statistical hypothesis was formulated and tested at 0.05 level of significance by means of the Analysis of covariance (ANCOVA). It was found that treatment with ACT significantly reduced the level of social phobia among school-going adolescents. ACT was therefore recommended for use in relieving school-going adolescents suffering from social phobia.

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“Team Pair Solo” Cooperative Learning and Personality Type as Determinants of Students’ Achievement and Attitude to Chemistry

Cited by 8 publications

References 12 publications

Influence of Cognitive Style and Gender on Secondary School Students’ Achievement in and Attitude to Chemistry

Influence of Cognitive Style and Gender on Secondary School Students’ Achievement in and Attitude to Chemistry

The use of team pair solo technique combined with picture as medium in teaching writing descriptive text

Efficacy of Acceptance and Commitment Therapy in the Treatment of Social Phobia among Adolescents in Secondary Schools in Oyo State, Nigeria

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