Improving Students' Achievement and Attitude to Basic Science Through Circle-the-Sage Mode of Cooperative Learning (original) (raw)
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MIER Journal of Educational Studies, Trends and Practices, 2015
Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each...
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.
Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level
International Education Studies, 2012
The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9 th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest posttest control group design was chosen for the experiment. The study sample consisted of 36 students of 9 th class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The dependent variable of General Science achievement was measured through self-constructed 30-item achievement test used as a pretest as well as a posttest. The experiment group was taught through cooperative learning while control group was taught through traditional teaching. The material was used such as lesson plans, worksheets and quizzes, designed to implement cooperative learning methodology. The data were analyzed through mean, standard deviation and t-test and .05 was the selected level of significance. The main result of the study was that cooperative learning method is superior to traditional method in general science achievement of 9 th grade students.
The Role of Cooperative Learning Method in Teaching of Science Subject at Elementary School Level: An Experimental Study, 2017
The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom. The Researchers adopted quantitative approach and Quasi-experimental research design was employed. Experiment was conducted in a government girls' elementary school and lasted for 13 weeks. Experimental group received treatment and was taught with cooperative learning whereas control group left untreated and was taught with traditional lecture method. The findings of the research study suggested that use of cooperative learning significantly affected students` test scores in the subject of science. Data analysis revealed that students of experimental group performed significantly better than control group in posttest. During experiment few challenges were observed such as teachers` belief, classroom furniture, lack of learning resources etc. Study strongly recommends the use of cooperative learning in classrooms to increase students` academic performance and orientation of innovative teaching methods in pre-service and in-service teachers training programs.
Effectiveness of Cooperative Learning Technique for the Subject of Science at Elementary Level
2020
The study is experimental in nature based on pre-test post-test control group design, with the intent to check the effectiveness of cooperative learning technique for the subject of science at elementary level. Students of grade 8 of Govt. high school Musa Kalan formed the population; out of the lot 35 students were selected on the basis of procuring more than 60% marks in the pre-test which was teachers' designed. Those who performed the traditional group were the volunteers but with the same marks as that of the experimental group students were selected for exposure to intervention of cooperative learning for a period of one month. On the culmination of a month students were exposed to post-test. The major findings were that those students who were exposed for cooperative learning technique got better results than traditional teaching method. The findings show superiority of cooperative learning technique on traditional teaching method. These tests should be used for exploring the students' level of achievement though the students are taught by any method Introduction It is a solid fact that education is a major factor for the development of a country or a nation. Education has great effects on ethical factors, cultural factors, communal factors, political factors and economic factors of a nation for the elevation of societal abilities and interaction between people of the society. Those
The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching Integrated Science influences students' achievement and attitude towards studies. The study also determined how moderating variables like sex and ability affect students' achievement in Integrated Science when cooperative learning is used as an instructional strategy. To guide this study, five hypotheses were stated and tested at 0.05 level of significance. The design of the study was a 2x2x2x2 factorial, pre-test, post-test control group design. These included two instructional groups (cooperative and traditional classroom groups), sex (male and female), ability (high and low), and repeated testing (pre-test and post-test). The population of study was made up of 205 JS III students from where a sample of 120 students was randomly selected. The instruments used for the collection of data included: a Scholastic Ability Test in Integrated Science (SATIS), Students' Attitude Scale (SAS), and Integrated Science Achievement Test (ISAT). All the data collected were analyzed with analysis of co-variance statistic. The major findings of the study included: a significant higher achievement test scores of students in cooperative learning group than those in traditional classroom; a significant higher attitude scores of students in cooperative learning group than those in traditional classroom; a significant higher achievement test scores of all students of varying abilities in cooperative learning group than those in traditional classroom; a non-significant difference in achievement test scores between the male and female students in the cooperative learning group, and nonsignificant interaction effect between sex and ability, sex and method, ability and method and among method, sex and ability on achievement.
The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the 'Systems in Our Body' unit of the 6th grade Science and Technology lesson. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.
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.
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.
In general the improvement in the quality of education depends upon the classroom activities. So the investigator has focussed his attention on the 'Interaction' happenings in the class room between the teacher and the students or teaching and learning. So many things have to be considered in the instructional strategies to the students in learning 'Science'. So here the investigator intended to evaluate the modified teaching strategies adopted by the teachers in order to develop the efficiency of teaching. He concentrated on the three different teaching methodologies viz; learner centred instructional methods such as Cooperative learning method and Active learning Methodology. He also poured his attention on whether these methods are more effective than our earlier traditional method of teaching 'Lecturing' or 'chalk and talk' method. This study concentrates on the significant difference if any in the achievement of the children learning science concepts through different teaching methodologies viz; ALM, CLM and Conventional Teaching (CT).