Looking For A More Facilitative Cooperative Learning Strategy For Biology Students: Team Achievement Division Or Jigsaw? (original) (raw)
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The study examined gender as a factor in the achievement of biology students taught using Students’ Team Achievement Division (STAD) and Jigsaw cooperative learning strategies in Wamba Local Government Area of Nasarawa state Nigeria. The research adopted the non randomized, pretest – posttest control group quasi experimental design. A sample of 188 students comprising of 95 boys and 93 girls from 6 randomly selected schools was used. A 30 item instrument called Biology Achievement Test (BAT) developed by the researchers was used for data collection. Its reliability coefficient of 0.84 was obtained using Kuder-Richardson formula 21 was used for data collection. The schools were grouped into 3 and assigned randomly into 1 control and 2 experimental groups. The control was taught using Lecture method while cooperative learning was used in experimental groups. Intact classes were used in all the schools, students were pre tested, treated for 6 weeks and post tested. Data collected were analyzed using Mean, Standard deviation and ANCOVA at 0.05 level of significance. The result shows that the difference in the mean achievements of boys and girls in the 2 methods was insignificant. Teachers therefore should use the methods in teaching and seminar, workshops and conferences should be organized to train the teachers.
2020
The study compared the effect of Cooperative and Conventional learning strategies on academic achievement of senior secondary students in the Federal Capital Territory, Abuja, Nigeria. The study adopted the pre-test-post-test quasi-experimental design. The population comprised 27, 160 senior secondary school students (SS 11) in four public coeducational schools from which a sample size of 379 was drawn through a random sampling technique. Instrumentation was a Biology Achievement Test (BAT). Findings revealed a significant difference between the mean pre and post-test scores of students taught Biology through cooperative learning strategy; a significant difference between the mean pre and post-test scores of students taught using conventional learning strategy; a significant difference in achievement mean score in a post-test in Biology between students taught using cooperative and those taught using conventional learning strategies. It was therefore recommended amongst others, that workshops and seminars be organized on the operating procedure of cooperative learning strategy for teachers in Abuja.
Journal of Scientific Research and Reports
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...
INFLUENCE OF COOPERATIVE LEARNING METHOD ON THE ACADEMIC ACHIEVEMENT OF BIOLOGY
This study is attempted to find out the influence of cooperative learning, STAD on academic achievement in Biology of Higher secondary school students. This is a experimental study based on simple random design for preparing two groups such as experimental and control group. Total 300 students of class XIth Biology studying in Chennai, Tamilnadu were selected as a sample for the present study. Out of which 150 students were considered in experimental group and were exposed to cooperative learning method while another 150 students were named control group and taught through conventional method (Lecture+ Demonstration+ Discussion). The students of both the groups were taught one period of 45 minutes per day for 35 days. After that a self made achievement test for Biology is administered on both the groups. After experimentation Academic achievement test scores were obtained. The data, thus collected, were analyzed through t-test. The results related to this study show that Cooperative learning oriented teaching is significantly effective for increasing the level of Academic achievement in Biology.
2020
The study investigated the effect of learning together strategy on secondary school students’ achievement in Biology in Abaji Area Council of the Federal Capital Territory (FCT) Abuja. The research design for the study was quasi-experimental design. The study made use of two groupsexperimental and control groups. The experimental groups comprised 65 and the control group comprised 55 students, making a total of 120 students. The instrument used to collect data in the study was Biology Achievement Test (BAT). The experimental group was taught with Learning Together strategy while the control group was taught with conventional teaching method. The hypotheses was tested at 0.05 significance level, t-test statistic was used to test the hypotheses, while descriptive statistics of frequency counts, percentages, means and standard deviations were used to answer the research questions. The study revealed that; students taught Biology content with learning together strategy achieved higher t...
Education Research International, 2018
+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.
Education Research International
Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was perfo...
2017
Article History Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers (Lunenburg, 2011). The current study investigates the effect of cooperative learning in Biology classroom, on students' learning and achievement of scientific skills. A convenient sample of 120 students from two grade levels, seven and ten, participated in the study in a private school in Beirut, where biology was taught to each class of the two different grades using two different teaching methods: cooperative learning (experimental group) and individualistic-direct learning (control group). Pre-and post-tests were administrated to both groups of each grade to compare students' achievement particularly in scientific sk...
Sped Journal of Computing and Science Education (SJCASE), 2023
The study determines the impacts of cooperative learning strategy on students' academic achievement in Basic Science in Rivers State's Obio-Akpor LGA. A total of 104 students in Japanese grade 3 basic science classes participated in the study. Fifty-five students were assigned to the lecture group and taught the process of photosynthesis to them, while the remaining 49 students were split between the experimental and control groups for the purpose of this study. The study used a quasi-experimental design. Data was gathered using the Basic Science Achievement Test (BSAT). There were 50 multiple-choice questions totaling 50 points. The reliability of the instrument was determined using Test-retest approach. The mean and standard deviation were used to analyse the students' performance. At a.05 level of significance, we employed ANCOVA to test the hypotheses. The results of the research show that cooperative learning encourages greater student engagement. This quality significantly affects the acquisition of knowledge in the field of Basic Science (F (1, 104)=323.10, p<.05). The study recommended allowing science teachers to use cooperative learning techniques to get more students involved in the lab.
International Journal of Instruction, 2018
The study investigated the effect of using cooperative learning method on tenth grade students' learning achievement in biology and their attitude towards the subject in a Higher Secondary School in Bhutan. The study used a mixed method approach. The quantitative component included an experimental design where cooperative learning was the independent variable while students' test scores and attitude towards biology were the dependent variables. The subjects of the experiment comprised 82 tenth grade students. The qualitative component included students' and teachers' opinions on cooperative learning collected through questionnaires and lesson observation forms. Data were analysed by calculating means, standard deviations and paired samples t-test. The test score analysis showed that the experimental group had significantly higher scores than the control group. The students' attitude analysis showed that their attitude towards biology improved as indicated by the increase in the level of interest, understanding, satisfaction and their assessment of biology as a less difficult subject. It was recommended among others that cooperative learning method can be used in teaching and learning of biology in schools.