EFFECTS OF COOPERATIVE LEARNING STRATEGY ON THE ACHIEVEMENT OF SENIOR SECONDARY SCHOOL PHYSICS STUDENTS IN JOS SOUTH, PLATEAU STATE

H. I. Ayatse, O. V. Madu, C. I. Emenna

Abstract


This study investigated the effects of cooperative learning strategy on achievement of senior secondary school physics students in Jos South, Plateau State. To guide this study, three hypotheses were formulated and tested at 0.05 level of significance. The study employed a pre-test- post-test quasi-experimental design. This means that a pre-test post-test was given to both control and experimental groups. The population of study was made up of 980 SS II physics students in Plateau State, from where a sample of 68 students were purposively selected two secondary schools. The instruments used for the collection of data was Physics Achievement Test (PAT). All the data collected was analysed using paired t-test statistics and analysis of variance (ANOVA). The major findings of the study were: the students in cooperative learning group performed higher than those in traditional classroom learning group; there was also an insignificant difference in performance between the male and female students in the cooperative learning group. Based on the findings, it was recommended that cooperative learning strategy should be adopted by all secondary school Physics teachers as an effective learning strategy in order to improve students’ performance.

Keywords: Physics, Cooperative Learning Strategy, Academic Achievement.


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