Effects of Cooperative Instructional Strategy on Senior School Students’ Achievement in Electrochemistry

No Thumbnail Available

Date

2016

Journal Title

Journal ISSN

Volume Title

Publisher

International Society of Educational Research, Turkey.

Abstract

The poor performance of Nigerian students in School Certificate Chemistry over the years necessitates the search for alternative instructional strategies that could ensure better students’ achievement. This study investigated the effects of cooperative instructional strategy on senior secondary school students’ achievement in electrochemistry using gender and scoring levels as moderating variables. The study employed a 2 x 2 x 3 non-randomized and non-equivalent, pre-test and post-test quasi-experimental factorial design. Two intact classes in two secondary schools in Ilorin, Nigeria were involved in the study, with one class serving as the experimental class, and the other serving as control. A Chemistry Achievement Test (CAT) with reliability Coefficient of 0.75 was used for the study. Data analysis was carried out using t-test and Analysis of Covariance (ANCOVA). The findings of this study revealed no significant difference in the achievement of students taught using cooperative instructional strategy and those taught using the traditional lecture-based instructional method (t=7.26, p>0.05), although students taught using cooperative instructional strategy performed better than their counterparts in the control group. However, a statistically significant difference was observed in the achievement of students based on their scoring level when taught using the cooperative instructional strategy (F=4.850, p<0.05), with the low scorers benefitting most. Hence it is recommended that chemistry teachers should consider using cooperative instructional strategy for teaching Chemistry as a way of enhancing better understanding of the subject. Keywords: cooperative instructional strategy, achievement, electrochemistry, gender, scoring level

Description

The paper presents empirical data on the effects of cooperative instructional strategy on senior school students’ achievement in electrochemistry

Keywords

Cooperative instructional strategy, achievement, electrochemistry, gender, scoring level

Citation

Abdulwahab N., Oyelekan, O. S., & Olorundare, A. S. (2016). Effects of Cooperative Instructional Strategy on Senior School Students’ Achievement in Electrochemistry. Eurasian Journal of Physics and Chemistry Education (Now International Journal of Physics and Chemistry Education, 8(2), 37-48. - DOI: 10.12973/ejpce.2016.00005a. Available online at http://ijpce.org/index.php/IJPCE/article/view/35 . Published by the International Society of Educational Research, Turkey.

Collections