Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State

Main Article Content

Kingdom-Aaron, Gloria Ibemenji
Etokeren, Inibehe Sunday
Okwelle, P. Chijioke

Abstract

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 Product Moment Correlation Coefficient to be 0.78. Mean, standard deviation and t-test at .05 level of significance were used for data analysis.

Results: The results of the study revealed a significant difference in performance between students taught biology with cooperative learning strategy and those taught with conventional lecture method. Students in the experimental group where cooperative learning teaching strategy was adopted scored significantly higher in biology performance test than those in lecture method group. There was no significant difference in performance based on gender (male and female) and school type (public or private).

Conclusion: Cooperative learning strategy is more effective in teaching and enhances biology students’ performance than the conventional lecture method.

Keywords:
Cooperative learning, lecture method, biology, academic performance senior secondary school.

Article Details

How to Cite
Gloria Ibemenji, K.-A., Sunday, E., & Chijioke, O. (2019). Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State. Journal of Scientific Research and Reports, 23(6), 1-11. https://doi.org/10.9734/jsrr/2019/v23i630138
Section
Original Research Article

References

Har LB. Active classroom. Honkong: Honkong Institute of Education. 2013;1-5.
(Assessed 12 October 2018)
Available:www.ied,edu,hk/aclass

Slavin RE. Cooperative learning: Theory, research, and practice. Needham Heights, MA: Simon & Schuster Company; 1995.

Uwameiye BE. Cooperative learning strategy and students’ academic achievement in home economics. International Journal of Academic Research in Progressive Educational Development. 2016;5(3):120-127.

Macpherson A. Cooperative learning group activities for college courses: A guide for instructors; 2009.
(Assessed 12 October 2018)
Available:http://home.caprcod.net/-tpanitz/tedsarticles/coopdefinition.htm

Johnson DW, Johnson R. Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company; 1989.

Slavin RE. Instruction based on cooperative learning. In R. Mayer (Ed.), Handbook of Research on Learning and Instruction. London: Taylor & Francis; 2011.

Bransford JD, Brown AL, Cocking RR, (Eds.). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press; 1999.

Johnson DW, Johnson RT, Smith KA. Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching. 2014;25(4):1-26.

Vygotsky L. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; 1978.

Abdullahi S, Ugwandu OR. Effect of cooperative learning on biology students’ academic achievement in Yola educational zone of Adamawa State. Knowledge Reviews. 2102;24(1):1-8.

Muraya DN, Kimamo G. Effects of cooperative strategy on biology mean achievement score of secondary school students’ in Machakos District, Kenya. Educational Research and Reviews. 2011;6(12):726-745.

Chatila H, Al Husseiny F. Effect of cooperative learning strategy on students’ acquisition and practice of scientific skills. Journal of Education in Science, Environment and Health (JESEH). 2016;3(1):88-99.

Nnorom NR. Effect of cooperative learning instructional strategy on senior secondary school students’ achievement in biology in Anambra State. International Journal of Cross-disciplinary Subjects in Education. 2015;5(1):2424-2427.

Molla E, Muche M. Impact of cooperative learning strategies on students’ academic achievement and laboratory proficiency in biology subject in selected rural schools, Ethiopia. Education Research International. 2018;1-9.

Yaduvanshi S, Singh S. Effect of cooperative learning (STAD method) on biology achievement of rural and urban students at secondary school level. International Journal of Academic Research and Development. 2018;3(1): 892-896.

Odagboyi IA. The effect of gender on the achievement of students in biology using the jigsaw method. Journal of Education and Practice. 2015;6(7):7-15.

Bukunola BJ, Idowu OD. Effectiveness of cooperative learning strategies on Nigeria Junior Secondary Students academic achievement in basic science. British Journal of Education, Society & Behavioural Sciences. 2012;2(3):307-325.

Ajaja OP, Eravwoke T. Effect of cooperative learning strategy on Junior Secondary School Students’ achievement in integrated science. Electronic Journal of Science Education. 2015;14(1):1- 18.

Tran VD. Effects of cooperative learning on the academic achievement and retention. International Journal of Higher Education. 2014;3(2):131-140.

Hussian L, Abbas A, Nawaz Q, Javed M. Effect of cooperative learning on the academic achievement and self-concept of the students at elementary school level. Gomal University Journal of Research. 2014;30(2):127-135.

Igboanugo BI. Effects of peer teaching on students’ achievement and interest in difficult chemistry concepts. International Journal of Educational Research. 2014;72(2):61-71.