Effect Of Co-Operative Learning On Secondary School Students’ Achievement and Interest In Chemistry
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Effect Of Co-Operative Learning On Secondary School Students’ Achievement and Interest In Chemistry
ABSTRACT
The study investigated the impact of cooperative learning on students’ Chemistry achievement in secondary schools in Obubra L.G.A., Cross River State, Nigeria. The study used a quasi-experimental research approach, with 384 JSS II students sampled. The study collected data using the Chemistry Achievement Test (SOSSAT) and the Test of Retention (TOR). The study addressed five research issues and tested five null hypotheses.
The following data analysis tools were used: t-test, independent sample, cumulative mean, and standard deviation. The study’s findings demonstrated that JSS II students fared better when taught the Cooperative Learning Method compared to those taught the Lecture Method.
As a result of the outcomes of this study, it is advised that the cooperative learning approach be used with junior secondary school chemistry students rather than the lecture method. The cooperative learning method is beneficial for both male and female students at the JSS level, as well as in urban and rural schools.
Based on the findings, the study advised that Chemistry teachers employ the cooperative learning method when teaching JSS students in Cross River State, Nigeria.
Chapter One: Introduction
Background Of the Study
Chemistry education is deemed necessary at the lower, medium, and upper levels of basic education. According to the Federal Government of Nigeria’s National Education Policy, Secondary Schools.”
Shall teach basic subjects that will allow students to gain further knowledge and abilities. Every student must give at least ten and no more than thirteen subjects (FGN 2004), among which Chemistry is a key subject.
To emphasise the importance of Chemistry in nation-building, the Nigerian Education Research and Development Council (NERDC) has set six (6) Chemistry objectives for young Nigerian citizens to achieve. At both the basic and junior secondary levels, as follows:
Develop the ability to adapt to his or her shifting surroundings.
Become a responsible and disciplined individual capable and willing to contribute to the development of their communities.
Inculcate the appropriate values.
Develop an understanding of other people’s different cultures, histories, and the underlying characteristics that make them human.
Develop the ability to recognise human dimensions in many cultural and social circumstances, and foster solidarity and sharing based on a secure sense of identity.
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