Effects of Cooperative Learning Strategy on Students’ Academic Achievement in Physics

Abstract

The study examined effects of cooperative learning strategy on Students’ Academic Achievement in work, energy and power in 12YBE secondary schools of Gasabo district. This study employed quasi-experimental design, using non-equivalent quasi-experimental design. Purposive sampling technique was used to select two schools for the study. One intact class in each school was used as the control group and the other class as the experimental group. The sample size consisted of 200 students comprising 94 in the control group and 106 in the experimental group. The experimental group was taught work, energy and power using cooperative learning ( learning together) while the control group was taught using the traditional way of teaching work, energy and power. Research instrument used for the study for data collection was Physics Achievement Test (PAT). The instrument was developed by the researcher in order to measure the rate of students’ academic achievement in physics. The instrument was administered to the students before treatment to determine the level of knowledge about the subject matter (pre-test). Then, the same instrument administered again after the treatment had been given to obtain the post test scores. The scores of the students were analysed using mean and standard deviation. The hypotheses were tested at .05 level of significance using t-test. The study found that Cooperative learning method enhances active student participation and interaction. This quality led to significant learning effect in Physics. It was recommended that science teachers should be encouraged to adopt cooperative teaching/learning strategy so as to enhance active students’ participation in scientific operation