Abstract
<p style="text-align: justify;">The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.</p>
Highlights
According to Kabutu et al (2015), achieving quality science education for developing scientifically literate citizens is a global problem
This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group; the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM)
This study revealed a significant difference between the achievement mean scores of chemistry students exposed to cooperative learning (CL) and those taught with conventional teaching methods (CTM) in organic chemistry concepts
Summary
According to Kabutu et al (2015), achieving quality science education for developing scientifically literate citizens is a global problem. Chemistry as a science that is foundational to learners who wish to pursue careers in applied science and related disciplines could be taught by innovative teaching strategies that facilitate the critical thinking of students as to reduce confusion faced by new students in certain concepts such as organic chemistry (Ngozi-Olehi et al, 2018; Sibomana, Karegeya et al, 2021). This is the reason why the Rwandan education system has adopted a new curriculum, "competence-based curriculum" (Rwanda Basic Education Board, 2015b), to sensitize knowledge and attitude and values of learning. Students could get help from home, school, teachers to increase their interest in chemistry subjects (Mahdi, 2014)
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