Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State (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.
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.
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.
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.
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...
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...
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.
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.
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...
The study determined the effects of Jigsaw and Students’ Team Achievement Division (STAD) cooperative learning strategies on the achievements of secondary school biology students in Wamba LGA of Nasarawa state of Nigeria. The research adopted the non randomized, pretest – posttest control group quasi experimental design. Data were collected from a sample of 188 students comprising of 95 boys and 93 girls from 6 randomly selected schools. A 30 item instrument called Biology Students Achievement Test (BSAT) developed by the researchers with a reliability coefficient of 0.84 using Kuder-Richardson formula 21 was used for data collection. The schools were grouped into 3 with 2 schools per group and assigned randomly into 1 control and 2 experimental groups. The control was taught using the Lecture method while cooperative learning strategies were used in experimental groups. Data collected were analyzed using Mean, Standard deviation to answer the research question and ANCOVA and Pairewise test at 0.05 level of significance to test the hypothesis. The result shows that there is a significant difference between the mean achievement of students taught using lecture and cooperative learning strategies; STAD was found to be superior to Jigsaw strategy. It was recommended that teachers should use the STAD strategy in teaching and that seminar, workshops and conferences should be organized to train teachers. The curriculum should be reviewed to reflect the method while book writers should be encouraged to incorporate the method in their books.