Effect Of Cooperative Learning On Academic Achievement Of Secondary School Students In Basic Technology
Effect Of Cooperative Learning On Academic Achievement Of Secondary School Students In Basic Technology
Abstract
This study is on the effect of cooperative learning on academic achievement of secondary school students in basic technology in Onelga Rivers state. 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
Chapter One
1.0 Introduction
1.1 Background of the Study
In order to teach effectively, the teachers must have sufficient knowledge about the students, in addition to the knowledge about the subject and appropriate methods of teaching. Modern researcher indicates that if proper and suitable methods and techniques are used, even the students of less intelligence can easily learn. Modern researchers indicate four models of instruction that can lead to high student achievement. These include Direct Instruction, Cooperative Learning, Mastery Learning and Project-Based Instruction. (Sadker and Sadker,1997). Cooperation is working together to accomplish shared goals within cooperative situation, Individuals seek outcomes that are beneficial to themselves and to all other group members.
Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others learning (Johnson, Johnson &-Holubec, 1998). The terms group learning and cooperative learning are often used as if they mean the same thing. In fact, group work means several students working together and working together does not necessarily involve corporation. Cooperative learning is an arrangement in which students work in mixed ability groups and are rewarded on the basis of the success of the group as a whole (Woolfolk, 2001).
Cooperative learning activities are carefully structured learning activities in which students are held accountable for their contribution, participation and learning. Students are also provided incentives to work as team in teaching others and learning from others (Slavin, 2000). Though cooperative learning model is attracting worldwide attention of researchers in education, very few studies could be found in the previous research literature relating to the subject of social studies especially in Pakistan. The researcher could trace only one study conducted by Hawkins et al (1998) who found cooperative learning to be effective for teaching Social Studies to 8th class. This gap in knowledge about usefulness or otherwise of this model of teaching needed to be bridged up by further research at different levels of education. The purpose of the study was to investigate the effects of cooperative learning on social studies achievement among 8th class students. In this study, cooperative learning means to work and learn in groups and obtain the results on the basis of group performance.
1.2 Statement of the Problem
The study of basic technology introduce in the year 2007, by the Universal Basic Education scheme, with a desire to achieve what could not be realized through introductory technology. Most of the teachers of introductory technology and other workshop staff are used to implement basic technology. According to James Amobe, (2010), students cannot learn and archive new skills on one self, knowledge share among mates and others are the basic of learning and achieving greatly mostly in technological subjects, neither will the students develop positive attitudes within his or her ability. Therefore the problem of this study, is to ascertain the effects of cooperative learning on the academic achievement of student in basic technology, which the researcher will conduct and comparatively analyze the effects of cooperative learning after a successful study on ONELGA Rivers State secondary school students in basic technology.
1.3 Objective of the Study
In summary, this thesis is to study and analyze 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.
1.4 Research Hypotheses
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
- H0: there is no experimental group to cooperative learning for teaching of basic technology in secondary education.
H1: there is experimental group to cooperative learning for teaching of basic technology in secondary education. - H02: there is no achievement of the cooperative learning group over the other method of learning after teaching.
H2: there is achievement of the cooperative learning group over the other method of learning after teaching.
1.5 Significance of the Study
This thesis will present in a precise manner, the importance of cooperative learning over others in learning. It is believed that the findings of this research work should provide detailed information on the effects of cooperative learning methods in obtaining a high student achievements and performance. It is also expected that the study will benefit teachers, basic technology students, researchers and the society in general. The findings of the study should be useful to teachers. It is expected that the findings will expose the basic technology teachers to the importance of teaching using cooperative learning method other various method in place. By this exposure the teachers could acknowledge the advantage cooperative learning over the conventional learning method which is teacher centered. It is possible that by this outcome the basic technology teachers would realistically adjust to the application of cooperative learning in achieving greater goals in academic. In turn, the students would have real focus for better performance and achievements in their studies.
Subsequently, it will go a long way to enhance the basic technology students’ effectiveness in the society by being capable of carrying out what they have learned, thereby contributing to the building up of the society at the local, national and international levels. The research will also be beneficial to the researcher. This is because the study will expose the researcher to so many related areas in the course of carrying out his research. This will enhance the researcher’s experience, knowledge and understanding on cooperative learning in teaching.
1.6 Scope and Limitation of the Study
This thesis will cover four schools purposively selected for the course of this thesis from ONELGA, Rivers State, Nigeria and this study is on effect of cooperative learning on academic achievement of secondary school students in basic technology. The researcher encounters some constrain which limited the scope of the study;
a) Availability of Research Material:
The research material available to the researcher is insufficient, thereby limiting the study
b) Time:
The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
c) Organizational Privacy:
Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities
1.7 Definition of the Study
Cooperative Learning:
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Academic Achievement:
Academic achievement refers to a student’s success in meeting short- or long-term goals in education. In the big picture, academic achievement means completing high school or earning a college degree. In a given semester, high academic achievement may mean a student is on the honor roll.
Conventional Learning:
Often the focus of learning in conventional approaches is giving students a lecture or an article to read and then set standardized questions based upon the information given. The expected solutions to the questions are usually limited to the information given to students. Typically then, solutions are pre-determined by the teacher and are linked to narrowly set context-specific learning objectives.
Chapter Five
Summary, Conclusion and Recommendation
5.1 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
5.2 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
5.3 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.
5.4 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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