Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

Orora, William; Keraro, Fred N.; Wachanga, Samuel W.

doi:10.18488/journal.61/2014.2.6/61.6.137.146

Cited by 12 publications

(8 citation statements)

References 12 publications

(5 reference statements)

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“…As a result, the null hypothesis that explains that there is no significant difference in posttest scores of the laboratory competency exposed by different teaching methods is rejected. is finding is consistent with the result of Orora et al [10], who reported that there was no significant difference (t � 2.87, P > 0.05) in the pre-and posttest results of the students' academic achievement using CEL strategy and IL in biology lessons. However, a higher mean score result was obtained via CEL compared to the IL.…”

Section: Posttest Results On Practical Skill Competency Of the Studensupporting

confidence: 92%

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Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Molla

Muche

2018

Education Research International

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e main objective of this study was to evaluate the impact of cooperative learning methods on students' academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (P > 0.05) difference in the pretest score of the learner academic performance; however, there were significant differences (P < 0.01) in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest (P < 0.05) and posttest (P < 0.01) results of the students' laboratory proficiency by teaching methods. e results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). e result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

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Section: Posttest Results On Practical Skill Competency Of the Studensupporting

confidence: 92%

“…e poor performance and laboratory proficiency in biology are influenced by not having expository approaches that stand up to challenge the objectives of biology education [5,[8][9][10]. us, schools should be encouraged to adopt pedagogical practices that promote the active involvement of students' learning [11].…”

Section: Introductionmentioning

confidence: 99%

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Molla

Muche

2018

Education Research International

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“…The experimental groups performed better. Orora et al (2014) learners. These observations are in agreement with the studies done earlier.…”

Section: Discussionmentioning

confidence: 99%

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

Chebii¹,

Wachanga²,

Anditi³

2018

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The study investigated the effectiveness of Cooperative E-learning approach (CELA) on secondary school students' achievement in Chemistry. It was carried out in Koibatek sub county in Kenya, where there has been persistent low achievement in the subject. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. Three students from twelve county schools, purposively selected from 40 secondary schools were taught the same course content on the topic "mole" for a period of five weeks. The experimental groups (E 1 and E 2) received their instruction through the use of CELA approach and control groups (C 1 and C 2) using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of CELA before treatment. The Chemistry Achievement Test (CAT) was used for data collection. Pre-test was administered to students in the experimental group (E 1) and control group (C 1) before teaching commences and after the teaching a post-test was administered to the four groups. The instrument was pilot tested to ascertain its reliability. The data collected was analyzed using t-test, ANOVA and ANCOVA. Hypothesis of the study was tested at α = 0.05 level of significance. Results indicated that, the students in the experimental groups outperformed the control groups in the Chemistry Achievement Test. It was concluded that CELA enhanced better performance in Chemistry than conventional teaching method. Science teachers, educationist and policy makers are expected to benefit from the findings of the study. It should be included in regular pre-services and in-service training of Chemistry teachers in Kenya.

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“…Results in e-learning are better than Conventional Learning Approach. Cooperative e-learning teaching strategy enhance students' learning in Biology leading to improved achievement compared to conventional methods (Orora et al, 2014), The key in Cooperative e-learning is working together and the group has a clear task or goal so that everyone knows they sink or swim together. The efforts of each person benefit not only the individual, but also everyone else in the group.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of E-Learning on the Academic Performance of Third Year Students in Statistics at Mukuba University

Gerald

Tailoka

Elias

2021

Journal of Mathematics and Science Teacher

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A mode of teaching where students receive all information passively from a lecturer is ineffective in fostering of conceptual understanding of statistics. One mode of teaching which engages learners in the learning process of statistics is e-learning. This study was therefore, designed to determine the effect and challenges of e-learning on students at Mukuba University. The study employed quasi-experimental design. Sample for the study consisted of 60 third year students of mathematics studying statistics. Self-made questionnaire and statistics performance tests were used to collect data for the study. Students in the experimental group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using E-Learning approach while students in the control group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using conventional learning approach. Data for the study was analyzed using independent sample t-test statistics. The null hypothesis (𝐻𝐻 0 ) was tested at 5 percent significance level. The findings of the study revealed that E-Learning approach improved students' academic performance. Based on this, this study recommended that E-Learning should be used as an alternative method in teaching of statistics.

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Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

Cited by 12 publications

References 12 publications

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

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

Effect of E-Learning on the Academic Performance of Third Year Students in Statistics at Mukuba University

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