Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia (original) (raw)
Related papers
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.
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...
Journal of education in science, environment and health, 2016
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 skills items before and after intervention. Results of the study show that cooperative learning has a significant effect on students' achievement in learning and practicing scientific skills in grade ten, however no significant effect was shown in the acquisition of new scientific skills for grade seven students.
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.
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.
FACILITATING COOPERATIVE LEARNING AMONG MATRICULATION BIOLOGY STUDENTS
This paper reports on a study that examined the effectiveness of cooperative learning (CL) as compared to individualistic learning. The subject matter tested was a topic of Biology i.e. 'Expression of Biological Information'. An earlier quiz had showed that the subjects from both groups were not significantly different in terms of test performance. However after CL was structured, the mean for the experimental group was 14.25 (SD=3.23), while the mean for the control was 9.19 (SD=1.91). Independent samples t-test showed that this difference was significant t(62)=7.629, p=.0005). Students who participated in cooperative learning had performed significantly better than the control group. This agrees with most of the literature reviewed. I conclude that by its very nature, CL is effective to stimulate higher order thinking and critical thinking, and that more research should be carried out on the use of CL for science education in Malaysian schools and colleges.
2018
The present study explored the effect of Informal cooperative learning on performance of lower, average and higher achievers ninth Grade biology students. A quasi-experimental research design with equivalent group was used. A school was purposively selected and two groups were formed by random distribution of students in two groups. The groups were equated on the basis of intelligence and previous academic achievement scores. The sample consisted of 62 participants out of them 30 students constitute the experimental group and was taught using cooperative learning strategy (CLS) while 32 students comprises the control group taught using traditional teaching methods. Preand post-tests were used to collect data. Data were analysed using inferential statistics: independent student t-test and Analysis of Covariance (ANCOVA). Results of the present study showed that experimental group outperformed to control group suggesting that CLS enhanced performance of lower, average and high achieve...
COOPERATIVE LEARNING GROUPS IN BIOLOGY
The present paper is the report on the action research project conducted on the topic entitled "BASING ON COOPERATIVE LEARNING GROUPS FOR IMPROVING LEARNERS’ PERFORMANCE IN BIOLOGY", with purpose to act as an attempt to explore the ways cooperative learning groups during Biology delivery, are preliminary to helping learners improve their academic performance not only in terms of scores and grades but also to developing competences applicable in other subjects as well as in different contexts of the real life situations.