Effect of Peer Collaboration Learning Strategy on Students' Achievement in Basic Science in Makurdi Local Government of Benue State (original) (raw)
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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.
2012
This study investigated the effectiveness of cooperative learning strategy on Nigerian Junior Secondary students' attitudes toward learning basic science. Quasi experimental pretestposttest control group design was used by the researcher to carry out the study. The treatments were at two levels cooperative learning strategy (jigsaw II) and conventional lecture method (control). The moderating variable was gender (male and female).Total number of one hundred and fifty students (150) obtained from the intact classes of the two selected Junior Secondary Schools in Southwest Nigeria participated in the study. Basic Science Attitude Scale (BSAS) was the main instrument used to collect data from students. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. The results of this study indicated that there were significant main effects of treatment on students' attitude towards basic science. Furthermore, there were no significant interaction effects of treatment and gender on students' attitude toward learning basic science. The researcher proffered useful recommendations.
Effects of Two Peer Instructional Strategies on Secondary School Students’ Achievement in Science
American Journal of Educational Research, 2020
This research titled Effects of two peer instructional strategies on secondary school students’ achievement in science was aimed at determining the relative effects of the Jigsaw and Peer Tutoring instructional strategies on secondary school students’ achievement in science. Three research questions and three null hypotheses at 0.05 level of significance guided the study. Quasi-experimental design was adopted. The population of the study comprised all SS 2 science students in Abakaliki Education Zone of Ebonyi State Nigeria. The sample for the study was 202 science student. A 30-item instrument, Science Achievement Test was used for data collection. The instrument was face validated and the reliability coefficient tests gave 0.83 and 0.95 using Product Moment Correlation and KR-20 respectively. Permanent teachers of the sample classes taught chemical equilibrium and administered the pretest and posttest. Mean and standard deviation were used to answer the research questions. ANCOVA ...
The study investigated effect of field-based instructional strategy on students' achievement and retention in basic science in a globally depressed economy. The study was guided by two research questions and hypotheses. The non-randomized control group, pre-test post test quasi experimental research design was used for the study. A sample of 67 junior secondary two students from two junior secondary schools was drawn using stratified sampling technique. The instrument used for data collection was the Basic Science Achievement Test (BSAT) with reliability coefficient of 0.72. The data collected were analyzed using Mean and Standard Deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result indicated that there was a significant difference between the mean achievement scores (F1 66 = 104.02, P<0.05) of students' taught basic science using field-based instructional strategy and those taught using the conventional method. The results also revealed that there is a significant difference between the mean retention scores (F1, 66 = 91.84, P<0.05) of students taught basic science using field-based instructional strategy and those taught using the conventional method. Based on the findings it was concluded that the use of field-based instructional strategy enhances students' achievement and retention in basic science more than the conventional method that is widely used by teachers. It was therefore recommended among others that Basic science teachers should use fieldbased instructional strategy which provides students opportunity to carry out practical activities by themselves thereby enhancing their achievement and retention. Also, as an alternative strategy for teaching Basic Science where there are no science laboratory.
The place of Basic Science in the overall teaching and learning of science in schools is such that the subject lays the foundation for the entire science education. The subject as it has turned out to be is, however, not meeting the needs of the learners who lack both adequate knowledge of the subject and displays poor attitudes towards it. These problems have been traced to ineffective teaching methods as well as the teaching of the subject as a purely physical science subject in which student work independent of one another in the laboratory setting. With the assumption of some authors that learning cooperatively aids comprehension and retention of materials learnt, this study investigated the effect of the circle-the sage mode of cooperative learning on four hundred and two Junior Secondary School students' achievement and attitude to Basic Science. Findings showed that the strategy had significant effects on students' achievement (F (1,399) = 36.714; p <.05) and attitude (F (1.399) = 70.85; p <.05). The adoption of the strategy in the teaching of Basic Science was therefore, recommended.
2020
This study examined the effect of peer collaboration learning strategy on Basic Science and technology students’ achievement in Nasarawa state, Nigeria. The study employed non-equivalent group pre-test, post-test quasi experimental design. The population of the study was 638 upper basic school levels. A simple random sampling technique was used to sample 128 students from six co-educational schools within Lafia Local Government Area of Nasarawa State, Nigeria. Two research questions with two correspondent hypotheses guided the study. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) which was pilot tested using Kuder-Richardson (K-R, 20) formula to determine its reliability coefficient and this was found to be 0.99. Descriptive statistics of means and standard deviations were used to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 significant level. The...
Online Journal by League of Educational Researchers International (LERI), 2020
This study investigated the effects of cooperative strategy class size and school location on student’s achievement in Basic Science in Potiskum, Yobe State. A true experimental research design was used for this study. The study also employed the use of proportionate stratified sampling technique to draw 256 students of JSSII basic science, from 14 junior secondary schools in Potiskum educational zones. The sample was drawn from urban and rural dichotomy and gender wise to ensure uniformity. One instrument consisting of Basic Science Achievement Test (BSAT) were administered to students’ to ascertain the effects of cooperative strategy class size and school location and the achievement of basic science students’. The Basic Science Achievement Test (BSAT) consisted of 20 multiple choice questions drawn from two basic science concepts. The questions were adopted from placement examinations in basic science from 2010-2014, of Yobe State Ministry of Education. T-test of independent sample was used to test the Null hypotheses at 0.05 level of significance. The result indicated that there was significant difference in the mean scores of students’ exposed to cooperative strategy than those exposed to lecture method. There was no significance in the mean scores of the male and female students exposed to cooperative strategy; there was a significant difference on the school location on students’ achievement in basic science in favor of urban schools. The study therefore recommended that teachers should employ cooperative strategy method so as to help or assist students’ to improve their achievement in basic science, Curriculum planners should examine the effectiveness of cooperative strategy and consider its suitability for the teaching of basic science concepts since it has the potential of bringing about meaningful learning and improved students’ achievement, Professionals and research organizations like the Science Teachers Association of Nigeria (STAN) and the Nigerian Educational and Research Development Council (NERDC) that carry out seminars, workshops and conferences should incorporate cooperative strategy in their curricula at the lower basic secondary level.
International Journal of Research in Education and Sustainable Development, 2023
This study examined the effect of cooperative instructional strategy on learning behaviour and academic achievement in Basic Science in Delta State. Eight research questions and hypotheses were formulated and tested. A quasi-experimental design using a 2 x2x2 factorial design was adopted for the study. The population of this study comprises of 20,658 JSSII students. The sample of the study consists of 176 JSS II students that were drawn from four mixed secondary schools in Delta central. Basic Science Achievement Test (BSAT) and Students Learning Behaviour Scale (SLBS) were used for data collection in this study. The validity and reliability of the instruments were determined. The reliabilities of the instruments were determined using Kuder-Richardson formula-21 and Cronbach Alpha, and reliability index of 0.85 and 0.79 were obtained for BSAT and SLBS respectively. Data collected before and after five weeks of instruction were analysed using t-test and Analysis of covariance (ANCOVA). The findings among others indicated that: There was a significant difference between the mean academic achievement scores of students taught Basic Science using cooperative instructional strategy and those taught with lecture instructional strategy. There was a significant difference between the learning behaviour scores of students taught Basic Science using cooperative instructional strategy and those taught with lecture instructional strategy. There was a significant interaction effect of instructional strategies, sex and location on students' academic achievement in Basic Science.There was a significant interaction effect of instructional strategies, sex and location on students learning behaviour in Basic Science. From the findings, it was concluded that the use of cooperative instructional strategy enhances the academic achievement and learning behaviour of students in Basic Science better than lecture instructional strategy. Based on the findings it was recommended among others that Basic science teachers should endeavour to expose students to cooperative instructional strategy so as to promote and encourage social interaction, active engagement in learning, learning by doing and learning by experience in the classroom as well as their academic achievement.
College of Science Education Journal, 2013
This study was undertaken to determine the Science Performance in the Context of Peer Collaboration as Perceived by the Grade Six Pupils of Cabadbaran South Central Elementary School. It included one hundred fifty one pupils of the said school. The data were gathered through a validated questionnaire. Statistical tools used were the weighted mean, arithmetic mean, and, regression analysis. The findings of the study revealed that there was a high level of manifestation of peer collaboration in terms of Peer Support. The pupils cooperated actively in the learning task; they took the responsibilities for the group and showed unity in fulfilling the task. In terms of their performance in Science, it was observed that the greater number of the pupils obtained grades in the ranges below average level. This indicates that the greater number of the pupils did not perform well in Science. The result of the regression analysis on the influence of the Science performance of the respondents yielded beta coefficients that have significant values beyond the 0.05 level. This means that there is no significant influence of the manifestations of peer collaboration on the Science performance of the respondents. The study thus concludes that while peer collaboration was evident in the classroom, this did not help the pupils to perform very well in Science. This leads an opening for further research since factors other than those investigated in the study could have significant bearing on the pupil's performance in Science. International Peer Reviewed Journal 33