Collaborative Learning and the Academic Achievement of Students in Chemistry in Southern Ijaw Local Government Area
CHAPTER ONE
Objective of the study
- To examine the extent to which collaborative learning strategies are currently implemented in chemistry classrooms within Southern Ijaw Local Government Area
- To determine if there are any disparities in access to collaborative learning opportunities among students in Southern Ijaw Local Government Area.
- To assess the impact of collaborative learning strategies on the academic achievement of students in chemistry.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Cooperative learning and studies on achievement
Apugliese and Lewis (2017) defined cooperative learning as a pedagogical technique that facilitates students’ active engagement with the lesson content, communicating the same to their fellow peers in structured group work. According to Slavin (2011) cooperative learning is an instructional strategy in which teachers organize students into small groups that work together to help one another learn academic content. Slavin added further that cooperative learning is one kind of student-centered approach to instruction that has emerged as an internationally important area of social science and educational research among researchers. Johnson and Johnson (2019) stated that cooperative learning is the pedagogy within which students are active constructors of knowledge in the learning process instead of passive receivers of any given knowledge. Rahman and Lewis (2019) see cooperative learning as a general term for students working together on a task. Johnson et al. (2013) classified cooperative learning into four main categories based on their implementation. There are; Formal cooperative learning – to teach specific content; Informal cooperative learning – to ensure active cognitive processing of information during direct teaching; Cooperative based groups – to provide long-term support and assistance; Constructive controversy – to create academic intellectual conflicts to enhance achievement and creative problem-solving.
Several research studies in different educational settings have been conducted on different kinds of cooperative learning techniques. Such techniques include Learning Together (LT), Jigsaw Grouping (JG), Teams–Games–Tournaments (TGT), Group Investigation (GI), Student Teams Achievement Division (STAD), and Team Accelerated Instruction (TAI) (Angrist and Lang, 2004; Slavin, 2011; Tran, 2014; Warfa, 2016; Apugliese and Lewis, 2017; Rahman and Lewis, 2019). Furthermore, Johnson and Johnson (2009) stated that cooperative learning consists of five basic elements: positive interdependence, promotive interaction, individual accountability, the teaching of interpersonal and social skills, and quality of group processing. According to Bertucci et al. (2010), positive interdependence requires students to work together as a cohesive group to achieve shared learning objectives. Johnson and Johnson (2009) noted that any learning environment where students are arranged into groups without positive interdependence is not a cooperative learning environment. Slavin (2011) added that positive interdependence is a major component of the cooperative learning process, whereby students must be responsible for their learning, as well as the success of other members of the group’s learning. This means that the students in a cooperative learning environment must show positive interdependence by ensuring that all the members in their group complete the given tasks and achieve the academic outcomes as a whole and perceive each group member’s contribution as beneficial to all (Rahman and Lewis, 2019). In addition, Johnson and Johnson (2008) stated that for every cooperative learning lesson, all the students in a group must work together in unison in the group learning activities. Therefore, positive interdependence is a vital component of cooperative learning that needs to be inculcated in cooperating groups to help students work, learn, and achieve together. Another element of cooperative learning is promotive interaction. Johnson and Johnson (2008) noted that promotive interaction occurs as individual members of a cooperating group encourage and facilitate each other’s efforts to accomplish the group’s goals.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain collaborative learning and the academic achievement of students in chemistry in southern Ijaw local government area. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing collaborative learning and the academic achievement of students in chemistry in southern ijaw local government area.
Summary
This study was on collaborative learning and the academic achievement of students in chemistry in southern ijaw local government area. Three objectives were raised which included1: To examine the extent to which collaborative learning strategies are currently implemented in chemistry classrooms within Southern Ijaw Local Government Area, to determine if there are any disparities in access to collaborative learning opportunities among students in Southern Ijaw Local Government Area and to assess the impact of collaborative learning strategies on the academic achievement of students in chemistry. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ijaw LGA. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The research findings concluded that: Significant difference was found when chemistry students were exposed to collaborative learning as compared with performance of chemistry students taught with lecture method of teaching, the difference was in favour of those students exposed to collaborative learning. Similarly, the influence of gender on the academic achievement of chemistry student exposed to collaborative learning, revealed significant differences between male and female in favour of male chemistry students. Also, the research revealed no significant difference in anxiety level between male and female chemistry students taught using collaborative learning. The anxiety level was found to be low.
Recommendation
Teachers should ensure that they teach chemistry students with collaborative learning because this method enhanced their academic achievement, hence low anxiety level.
- Both Teachers and Students must use materials/ equipment during teaching and learning process, this will help students understand science concepts, in the event where the materials are not available, teachers/students must improvise.
- Teachers should ensure that female students participate actively during the teaching and learning process using collaborative learning.
- In school where large classes exist, teacher should endeavour to sub-divide the students into smaller groups and teacher each group using collaborative learning at different time. This will help students in full participation during the lesson.
References
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