EFFECT OF COOPERATIVE INSTRUCTIONAL STRATEGY ON STUDENTS' LEARNING BEHAVIOR AND ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN DELTA CENTRAL SENATORIAL DISTRICT (original) (raw)
2023, International Journal of Research in Education and Sustainable Development
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.
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