Effect of Co-operative Learning Strategy on Chemistry Student’s Academic Achievement in Kaduna State

Mohammed Ibrahim Aliyu, Babafemi Adeniyi Johnson, Iliya Jeremiah Makarau

Abstract


This quasi-experimental study investigated the impact of a cooperative learning strategy on chemistry students’ academic achievement at the Senior Secondary School (SSS) level in Sabon Gari LGA of Kaduna State. A descriptive survey and Quasi-experimental design method were adopted for this research. The population of the study comprises all SSS chemistry students in the six public schools in Sabon Gari L. G. A. (4109). Two schools were used for the experimental (40 students) and control (40 students) groups. The control group was taught separation techniques using the conventional lecture method while the experimental group was taught the same using the cooperative learning strategy for 4 weeks. The instrument used for collecting data is the Chemistry Assessment Test (CAT) and the research questions raised were answered using means and standard deviations while the null hypotheses were tested at P≤0.05 using t-test statistics. Results showed that the Co-operative learning strategy had a significant impact on the performance of pupils than the conventional lecture method (P ˂ 0.05). Also, there was no significant difference between the mean scores of male and female pupils in this study (P ˃ 0.05). Based on these findings, it was recommended that Co-operative Learning Strategy may be a useful scaffold in teaching chemistry in senior secondary schools which will consequently enhance learning.


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References


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