Effects of Cooperative Learning and Inquiry Based Instruction on Students’ Academic Achievement in Economics
CHAPTER ONE
Purpose of study
This study was designed to investigate the Effects of cooperative learning and inquiry based instruction on students’ academic achievement in Economics in Oluyole local government area Oyo state., Nigeria. Specifically, the objectives of the study are to:
- examine the difference in the post-test scores in Economics Achievement Test of participants exposed to the experimental conditions (Cooperative learningandInquiry-based learning ).
- explore the difference in the post-test scores in self-efficacy among participants exposed to the three experimental conditions.
- establish the difference in the post-test scores in attitude to Economics among participants exposed to the experimental conditions (Cooperative Learning, Inquiry-Based Learning).
- determine whether a linear relationship exists between Economics Achievement test scores and other dependent variables (attitude to Economics, self- efficacy).
- determine if there is any gender difference in the post-test scores of Economics among participants in the experimental groups.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The Concept of Cooperative learning
Cooperative learning is a teaching approach in which small groups, each with learners of diverse levels of capability, use a range of educational activities to enhance their comprehension of a topic (Dyson & Casey, 2012). Cooperative Leraning is one of the recent remarkable and productive areas of research, theory, and practice in education. It denotes students functioning together to attain the objectives and the instructional events that organize the students’ joint efforts (Gömleksiz, 2007). Cooperative education is learner-centred and has been executed widely and fruitfully in English Language Teaching (ELT). According to Lv (2014), CL has become one of the most common approaches to language teaching in the world. Lv used secondary data to compile the findings supporting application of CL in learning English in China. The author demonstrated that the CL strategies had an optimistic influence on the college English education through the factual examples of the college English classroom environment. In her report, she concluded that CL strategies, such as Jigsaw Learning, Group Investigation, etc. that encouraged interaction between peers “Have a positive effect on the college English learning” (Lv, 2014). Lv also found that students who were exposed to CL strategies were more motivated and enthusiastic. Other advantages included an increase in communicative competence, language knowledge and skills, as well as a higher level of enthusiasm and cooperation within the class. Furthermore, advanced students were able to help those students whose fluency was less developed. In a similar study, Hua (2014) found that cooperative learning had positive effects on students participating in a large-sized English class in China. Hua (2014) explored the feasibility and effectGiveness of CL learning strategies in Chinese universities, through a pre-test and post- test experiment, where two classes of over 100 students participated. One class was exposed to CL strategies, and the other was taught using more traditional, teacher-centred approach. Data was collected through the use of surveys and questionnaires, as well as a pre-test and post-test assessment of speaking, listening, writing, reading, and vocabulary skills. Hua (2014) found that the experimental group, which had engaged in CL strategies, had higher scores in all domains, but especially in vocabulary, and listening and speaking skills. Cooperative learning is not just a synonym for students learning in groups. A learning practice only qualifies as cooperative education to the degree that the key cooperative learning elements are encouraged, which is: cognitive complexity and the development of quality teamwork (Cursedieu, & Pluut, 2013). According to Cuseau and Pluut, cooperative learning facilitates the development of cognitive complexity in other words, the level and depth of knowledge a group has regarding a certain subject or area of knowledge. Quality teamwork has many aspects that CL can help develop in a group, including collaboration, cooperation, and group cohesion. Also, CL can be employed in any type of task that can be assigned to students in learning classes, project-based courses, or laboratories (Maceirasa, Cancelaa, Urrejolab, & Sancheza, 2011).
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter focused on the research method used in this study.
Research Design
The study adopted a quasi-experimental separate sample pre-test/post-test control group design. It consists of three experimental groups, two training groups and one control. The quasi-experimental design was appropriate for this study because it involved human behaviour and did not permit complete randomization of subjects and control of all variables (Nwadinigwe, 2002; Ilogu, 2005).Training was done in intact classes which the researcher equated by matching and randomization of treatment. The control group was placed on a waiting list.
Population of the Study
The target population for this study comprised the entire senior secondary school students in the Oluyole local government area oyo state. However, the accessible population for this study was 494 senior secondary school two (SS2) students in three schools in Oluyole local government area oyo state because they are the most stable class and they are not distracted by any external examinations at the time of the study.
CHAPTER FOUR DATA
PRESENTATION AND ANALYSIS
Data obtained from the field work using the research instruments was presented here.Descriptive and Inferential statistical tools were used where applicable .The five hypotheses formulated to guide the study were tested with Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results are presented in tables, which are grouped under each of the hypotheses according to the different independent measures. The Least Significance Difference (LSD) Post Hoc Multiple Comparison tool was used to determine where the significance of the groups differences lies. The acceptance or rejection of the hypotheses was provided with evidence to support them.
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
This study examined the Effects of cooperative learning and inquiry based instruction on students’ academic achievement in Economics in Oluyole local government area Oyo state Nigeria. This chapter discusses the result of the statistical analysis relating to the research questions postulated and the hypotheses tested. The discussion of findings tries to place the findings of the study in perspective vis-à-vis other related findings. It highlights the implications of the findings to Educational Psychologist, Guidance Counsellors, Policy Makers, Researchers and Evaluation Experts in Nigeria. The chapter also provides specific recommendations on the findings.
Discussion of Findings
Relationship between post-test scores in economics achievement test among participants exposed to the three experimental conditions. The Findings from the study revealed that there is a difference between the post tests in Economics among participants exposed to Cooperative Learning and Inquiry-Based Learning. This findings was derived from the testing of hypothesis one which stated that there is no significant difference in the post-test scores in economics achievement test among participants exposed to the three experimental conditions. From the analysis it was discovererd that Cooperative Learning was better in improving student performance in Economics than Inquiry-Based Learning. However, students who undergo Inquiry-Based Learning are better than those in the Control group. This implies that the Control group had lower post test scores in Economics than students exposed to Inquiry-Based Learning and Cooperative Learning. Similarly, students exposed to cooperative learning have a higher scores in post-test Economics scores more than those exposed to the Inquiry-Based Learning. This is in consonance with the study of Recesso and Orrill (2008) that teachers in an Inquiry-Based Learning environment help students identify real questions and refine them into learning projects or opportunities. In addition, the finding is in agreement with Recesso and Orrill (2008) that by engaging in inquiries, students’ increase their understanding of the subject matter, investigate and develop the knowledge and skills needed to answer questions and investigate for greater understanding. In the same vein, the study agreed with Shane and Wojnowski (2005) assertion that students learn best when they construct their own knowledge-based on multiple experiences with a concept or skill. Furthermore, the study is in agreement with Bandura (1994) who opined that Cooperative Learning structures in which students work together and help one another also tend to promote more positive self-evaluations of capability and higher academic attainments than individualistic or competitive ones. Furthermore, it agreed with Ward (2001) that Inquiry Learning helped in building on previous constructed knowledge; students can better grasp the concepts and can move from simply knowing the material to understanding it.
The effects of self-efficacy on post-test scores of the participants as via result of the instructional strategies adopted.The findings from the study states that there is a significant difference in the post-test scores of self-efficacy due to the instructional strategies.This findings was derived from the testing of hypothesis two there is no significant difference in the post-test scores in self-efficacy among participants exposed to the three experimental groups. From the analysis it was discovererd that Inquiry-Based Learning was better in improving the self-efficacy of students in Economics than Cooperative Learning. On the other hand, those taught with Cooperative Learning was better than those exposed to the traditional teaching method. This implies that the Control group had lower post test scores in self-efficacy than students exposed to inquiry-Based Learning and Cooperative Learning.
Similarly, students exposed to Inquiry-Based Learning have higher scores in post self- efficacy more than those exposed to the Cooperative Learning. This is in agreement with Bandura (1997) who opined that if students master a challenging task with limited assistance, their levels of self-efficacy will rise. Also, self-efficacy beliefs affect how people approach new challenges and will contribute to performance since these beliefs influence thought processes, motivation, and behaviour (Bandura, (1997). The findings also agreed with that of Multon, Brown and Lent (1991) who in a meta-analysis of 39 studies from 1977 to 1988 found positive and statistically significant relationships among self-efficacy, academic performance and persistence for a number of disciplines.
Difference in the attitude of students to learning Economics. The findings from this study revealed that there is a significant difference between post-test scores of experimental group on attitude to learning Economics due to intervention strategies.This findings was derived from the testing of hypothesis three which states that there is no significant difference in the post test scores on attitude to learning Economics among the experimental groups. From the analysis it was discovererd that Inquiry-Based Learning was better in improving attitude to learning in Economics than Cooperative Learning. On the other hand, those exposed to Cooperative Learning are better than those in the Control. This implies that the Control group had lower post test scores in attitude to learning Economics than the Cooperative group. Similarly, students exposed to Inquiry-Based learning have a higher score in attitude to leaning more than those exposed to Cooperative Learning. This finding agrees with that of Odufuye (1985) who opined that the attitude of a learner towards Economics will determine the measure of the learner’s attractiveness or repulsiveness to Economics. The study also agreed with Olaosebikan (1985) view that attitudes are related to the achievement and enrolment in any subject. In a similar vein, Freeman (1997) found that students’ attitude towards a subject is shown to be directly linked to achievement in the subject area. Dirk (2001) opined that attitude of students to learn, helped them to “be connected” with the learning materials and improved their achievement.
The liner relationship between achievement in economics and a set of dependent variables. The findings from this study revealed that there is a significant linear relationship between Economics Achievement post-test scores and set of dependent variables (attitude to Economics, self-efficacy). This findings was derived from the testing of hypothesis four which states that there is no significant linear relationship between Economics Achievement post-test scores and set of dependent variables (attitude to Economics, self-efficacy). In testing the hypothesis, linear regression was employed using post-test scores in Economics as a dependent variable, while post-test scores of attitude to learning and self-efficacy were taken as independent variables, a significant relationship exists between post-test self- efficacy and post-test attitude with performance in Economics. This implies that self-efficacy and attitude accounted for a significant variation in post test scores of the Economics Achievement Test.
This was rejected is in line with Marburgar (2005) whose findings showed that students exposed to Cooperative Learning did better in micro- economics test than those taught with Traditional method.The findings was derived from hypothesis four which states that there is no significant linear relationship between Economics Achievement post test scores and a set of dependent variables (attitude to Economics, self- efficacy)In a study in which nutrition was taught to both elementary and secondary students using Cooperative Learning strategy, Wodarski and Adelson (1980) found significant gains between the pre-test and post test scores. Johnson and Johnson, and Holubec (1995) conducted a meta-analysis of 122 studies related to Cooperative Learning and concluded that there was strong evidence for the superiority of Cooperative Learning in promoting achievement over competitive and individualistic strategies. Therefore, significant relationship exists between economics achievement and dependent variables if instructional methods are put in place and well implemented.
Gender differentials in post-test scores in economics among students in the three experimental groups. The findings revealed that there is no significant difference in post- test scores in Economics performance due to gender. This findings was derived from the testing of hypotheses five which states that there is no significant gender deferential in post- test scores in Economics among participants in the three experimental groups. This implies that there is no significant difference between post-test scores in Economics due to gender. However, there is no significant difference in the post-test scores in Economics due to the experimental groups Also, there is no significant difference in the post-test scores of students in Economics due to gender and experimental groups. Thus, the null hypothesis is therefore accepted.
According to Pintrich, DeGroot, and Tippins (1990), female students have lower self- efficacy in Mathematics and Social Science compared to male students. Similarly, Smist, Archambault and Owen (1997) reported that males display more positive attitudes towards careers in social science than females. This finding agreed with that of Miller, Greene, Montalvo, Ravindran and Nichols (1996) that females had lower perceived ability levels in mathematics and social sciences subject than males.
Conclusion
In view of the findings of this study, the following conclusions were made.
- Economics Achievement Test significantly differed among students exposed to the three experimental conditions. The study found out that Cooperative Learning was more effective in students’ performance in Economics than Inquiry- based Learning.
- There was a significant difference in the test scores on students’ self-efficacy due to intervention strategies. Participants exposed to Inquiry-Based Learning have higher scores in post self-efficacy more than those exposed to the Cooperative Learning and control.
- There was a significant difference in the test scores on attitude to learning Economics among the experimental groups. Inquiry-Based Learning and cooperative learning successfully improved the participants’ attitude to learning Economics than those in the control.
- There was a significant linear relationship between Economics performance test scores and a set of dependant variables (attitude to Economics and self- efficacy). Both self- efficacy and attitude to learning Economics accounted for a significant variation in students’ performance in Economics.
- There was no significant difference in the post-test scores in Economics among participants in the three experimental groups due to gender difference.
Recommendations
Based on the findings of this study, the following recommendations are proffered:
- There is need to engage students in the teaching and learning process in order to help them increase their understanding of the subject. They should not merely know what the teacher says but should have a better grasp of the concepts. This will have a high impact on students’ performance in Economics.
- The Students should be encouraged to believe that their actions produce the outcomes they desires and to persevere in the face of obstacles or adverse circumstances.
- There is the need for students to be connected with the learning materials. This will improve performance in Economics.
- Frequent and regular use of cooperative learning and inquiry-based learning would help students to learn many life skills and share common goals which allow them to learn to trust each other as they achieve more than would be possible on their own.
Suggestions for Further Research
The researcher hereby recommend that the following studies can be carried out.
- This study only focused on the use of two instructional methods on self-efficacy and attitude to in Economics. It will be complementary to explore the impact of two instructional methods on self-efficacy and attitude to in English Language and some other vital school subjects.
- Effects of self-efficacy on students performance in Geography in Nigeria.
- Teachers role in improving students attitude in Social Sciences, Sceinces and Business studies etc.
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