EFFECTS OF TWO COOPERATIVE LEARNING STRATEGIES ON SENIOR SCHOOL STUDENTS' PERFORMANCE IN CIVIC EDUCATION IN OSUN STATE, NIGERIA
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Date
2018
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UNIVERSITY OF ILORIN
Abstract
Civic Education Curriculum for senior secondary schools as a new innovation for Citizenship Education in Nigeria emphasizes the need for the teachers to make use of strategies that would enable the students to be actively engaged in the learning situations in the classrooms. Existing literature indicated scanty empirical proof on the effectiveness of students-centered strategies on the students’ performance in Civic Education. Therefore, this study investigated the : (i) effects of Student Teams Achievement Divisions (STAD) and Group Investigation (GI) ) cooperative learning strategies on senior school students’ performance in Civic Education; (ii) effects of STAD and GI cooperative learning strategies on senior school students performance in Civic Education based on gender; and (iii) interaction effects of STAD and GI cooperative learning strategies and gender on senior school students’ performance in Civic Education in Osun State, Nigeria.
The research was a pre-test, post-test, quasi-experimental type using 3×2 factorial design, two cooperative learning strategies (STAD and GI) and conventional method were crossed with gender (male and female). STAD and GI were the treatment groups while the conventional method served as the control group. The target population comprised of all the senior school II students in Osun State, Nigeria. One hundred and twenty one SSII Civic Education students from three intact classes constituted the sample for the study. 41 students (17 males and 24 females) were in the experimental group I (STAD); 40 students (17 males and 23 females) were in the experimental group II (GI) and 40 students (27 males and 13 females) were in the control group. Civic Education Performance Test (CEPT) with the reliability coefficients of 0.87 was used to collect data. The treatments lasted for 8 weeks. Data were analyzed using Analysis of Covariance (ANCOVA) for the hypotheses and Scheffe Multiple Range Test to locate where there were differences.
The findings of the study were that:
i. there was significant effect of STAD and GI cooperative learning strategies on senior school students’ performance in Civic Education (F (3,117) = 30.545; ρ<.05, η2=.343); Scheffe Multiple Range Test showed that(STAD=27.33> GI=23.81>control=23.33);
ii. there was no significant effect of STAD and GI cooperative learning strategies on senior school students performance in Civic Education based on gender; and
iii. there was no significant interaction effect of STAD and GI cooperative learning strategies and gender on senior secondary school students’ performance in Civic Education.
The study concluded that cooperative learning strategies (STAD and GI) are more effective in the teaching of Civic Education. It implies that there is need to employed learners-centered strategies to complement the existing teaching strategies in Civic Education and other Citizenship Education related subjects. Therefore, it was recommended that, teachers should be sensitized and encouraged to use learners-centered instructional strategies such as STAD and GI cooperative learning strategies, and that these should be emphasized in faculties of education and colleges of education in Nigeria.
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Keywords
Student Teams Achievement Divisions (STAD), Group Investigation (GI), cooperative learning strategies, Civic Education Curriculum, Citizenship Education, SENIOR SCHOOL STUDENTS' PERFORMANCE, OSUN STATE