Effect of Cooperative Learning on Academic Achievement of Secondary School Students in Basic Technology in Onelga Rivers State
CHAPTER ONE
OBJECTIVE OF THE STUDY
In summary, this thesis is to study andanalyze the effects of cooperative learning on academic achievement of secondary students on basic technology, and to study the correlation between cooperative learning and academic achievement. Other research objectives are listed below as follows:
- To expose the experimental group to cooperative learning for teaching of basic technology in secondary education.
- To measure the achievement of the cooperative learning group over the other method of learning after teaching.
- To find out differences in achievement of experimental and control group.
- To analyze the difference in academic achievement of students in cooperative learning group in basic technology and control group.
- Find out among the means learning, the one student appreciate more with understanding.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
COOPERATIVE LEARNING
Cooperative learning has been defined by Johnson and Johnson (1994) as a situation in which there is a positive interdependence among student’s goal attainment; therefore, students perceive that they can only reach their learning goals if all the members of the group achieve the learning goals as well. Cooperative learning is an instructional methodology which splits class members into small groups in order for them to learn assigned material and make sure that all members of the group master the assignment (Johnson & Johnson, 1994). According to Johnson and Johnson (2009) cooperative learning is more than just asking students to sit and work together. Research has identified some components that mediate the effectiveness of cooperative learning, such as:
(a) positive interdependence, which allows students to perceive that they are linked with each other in such a way that one cannot succeed unless everyone succeeds, (b) individual accountability, which gives each member of the group a sense of personal responsibility toward goal achievement, (c) promotive interaction, which takes place when students facilitate each other’s efforts to learn through exchanging resources, help, motivation, and points of view, (d) interpersonal and smallgroup skills, which means that students must be taught social skills for high quality cooperation, and (e) group processing, which exists when group members discuss how well they are achieving their goals and maintaining their working relationships (Johnson & Johnson, 2009). Cooperative learning has also been closely related to concepts such as collaborative learning or group learning. The broadest definition of collaborative learning is that it is a situation in which two or more people learn something together (Dillenbourg, 1999). Similarly group learning has been defined as the physical placement of students into groups and the usage of specific instructional strategies for the purpose of learning (Lou et al., 1996). For the purpose of this review, cooperative learning is defined as fects of cooperative learning on academic achievement of primary pupils: A systematic review. 6 students working together in small groups which allow everyone to participate in group tasks that have been clearly structured and defined, this definition is broad and encompasses the concepts of collaborative as well as group learning (Cohen, 1994). Cooperative learning differs from traditional whole-class instructions in which students are taught as a single large group by a teacher (Lou et al., 1996).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to effect of cooperative learning on academic achievement of secondary school students in basic technology in Onelga Rivers state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of cooperative learning on academic achievement of secondary school students in basic technology in Onelga Rivers state. 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 the challenges of cooperative learning on academic achievement of secondary school students in basic technology in Onelga Rivers state
Summary
This study was on effect of cooperative learning on academic achievement of secondary school students in basic technology in Onelga Rivers state. Five objectives were raised which included: To expose the experimental group to cooperative learning for teaching of basic technology in secondary education, to measure the achievement of the cooperative learning group over the other method of learning after teaching, to find out differences in achievement of experimental and control group, to analyze the difference in academic achievement of students in cooperative learning group in basic technology and control group, find out among the means learning, the one student appreciate more with understanding. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Onelga, Rivers state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principal administration, non teaching staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The findings of this study revealed that students taught using cooperative learning instructional strategy perform better in basic technology achievement test than those taught using lecture method. Also, there was no interaction between methods and gender on students’ basic technology achievement test.
Recommendation
The field of education may benefit from the findings of the study in various ways. Although this study is limited by only using data from one 6th grade class, the results showed that CL method creates a favorable effect on achieving social and affective skills. This suggests that CL method can be used in Science and Technology classes. In particular, the effects of CL on different units of Science and Technology classes can be investigated, and the results of this study and following studies can be compared with the effects of CL in other disciplines., Also, in order to make instructors use the method effectively, it could be integrated into both pre-service education programs and professional development workshops for in-service teachers. In addition, teacher educators could model this method in such programs. In such an integration, one issue should be taken cautiously: Possible conflicts within and between groups, which are noted in the results of this study, could require the instructors make good observations and be a guide in preventing and solving intergroup conflicts.
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