Cooperative Instructional Strategies Research Articles

Jigsaw, Think-Pair-Share and Coop-Coop Cooperative Instructional Strategies and Retention of Students’ Knowledge in Carbohydrate

Purpose: This paper aims to compare the effects of Jigsaw, Think-pair-share, and Coop-Coop Cooperative Instructional Strategies on the retention of students' knowledge in Carbohydrate in Jalingo metropolis, Taraba State, Nigeria. Methodology: The study employed a quasi-experimental non-randomized pre-test, post-test design. The study population comprised 1936 students in all 41 public secondary schools in Jalingo metropolis, Taraba State, Nigeria. The sample consisted of 322 students (males = 184, females = 138) drawn from the population. An Achievement Test in Carbohydrate (ATC), consisting of 50 multiple-choice questions, was used to collect data for the study. The reliability index of the ATC was estimated using Kuder-Richardson (K-20) and yielded a value of .86. Both descriptive statistics, including Mean and standard deviation, and inferential statistics, such as Analysis of Covariance, were adopted for the analysis. Findings: Findings revealed that students taught carbohydrates using Jigsaw retained knowledge more than their counterparts taught using think-pair-share and coop-coop cooperative instructional strategies. Significance: There was no significant difference between the mean retention scores of male and female students taught carbohydrates using Jigsaw, Think-pair-share, and Coop–Coop Cooperative Instructional Strategies. The interaction effects between instructional strategies and gender on retention were not statistically significant. Among other recommendations, it was suggested that there is a need for an urgent workshop to address the use of Jigsaw to teach organic concepts and operations to enable chemistry teachers to deploy it appropriately.

Fostering Secondary School Students' interest in Biology Using Numbered Heads Together Cooperative Instructional Strategy

The study investigated the effect of numbered heads together cooperative instructional strategy (NHT) on secondary school students’ interest in biology in Awka Education Zone. Two research questions and three null hypotheses tested at 0.05 level of significance guided the study. The study is quasi-experimental research, adopting specifically the pretest posttest non-randomized control group of 2x2 factorial research design. 4755 senior secondary year two (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 64 (21 males and 43 females) SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental (23 girls and 10 boys) and control (20 girls and 11 boys) groups using a flip of a coin. A 20-item Biology students interest scale (BSIS), with five response options, developed by the researchers was used for data collection. The biology students interest scale was validated by three experts and with reliability index of 0.77 established using Cronbach alpha. Students in the experimental group was taught selected concepts in biology using NHT while those in the control group was taught the same concepts using Conventional Lecture Method (CLM). Mean and Standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that NHT is more effective in fostering students’ interest in biology than CLM. Gender had no significant influence on students’ interest in biology. Also, there was no interaction effect of teaching methods and gender on students’ interest in biology. The study therefore concluded that NHT is a gender friendly approach that fosters students’ interest in biology as it involves the group working together and every member of the team taking accountability of the group. Based on the findings, recommendations were made among which include that NHT should be adopted by biology teachers in schools to foster students’ interest in biology.

THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON STUDENTS COMMITMENT TO PHYSICS IN RURAL COMMUNITIES OF KOGI STATE

Physics has continued to generate favorable commendation in the educational landscape of every society in the modern-day world. However, the concern about the increasing decline in students performance and the growing purported difficulties associated with the subject has continued to attract research attention. There are intimations that secondary school students in rural communities are more likely to commit less effort to science subjects. Thus, the primary purpose of this study was to investigate cooperative instructional strategy as a well-researched teaching method that could also improve students commitment to physics. Two hundred and nineteen secondary school students in the rural communities in Kogi State, Nigeria, enrolled in the science classes participated in the study. A quasi-experimental pre-test, post-test research design was employed for the study. The participants were grouped into two different groups for the pre-test and post-test analyses. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. An independent-samples t-test was performed to determine differences between the observed and the control groups on a commitment to physics in the post-test study with a statistically significant MD= 10.85, t (117) = 20.026, p = .001. It was concluded that cooperative instructional strategy enhances students commitment to physics. The study recommends robust training of teachers on the use of collaborative instructional strategies.

Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students’ Academic Performance in Mathematics in Anambra State, Nigeria

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON INTEGRATED SCIENCE PROCESS SKILLS

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria

The performance of Nigerian students in the Senior School Certificate Mathematics Examinations over the years has not been encouraging. Studies have indicated that this is partly due to students’ lack of in-depth knowledge of some selected topics in mathematics. Pieces of evidence abound in literature and WAEC Chief examiner’s reports indicating that students performed poorly in set theory with Venn diagram. Therefore, this study examined the effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. The objectives of this study were to examine: (i) the performance of students’ taught set theory using think-pair-share cooperative instructional strategy; (ii) the difference in the performance of students taught using think-pair-share instructional strategy based on gender and score level; (iii) the influence of think-pair-share instructional strategy on students’ retention in set theory. The researcher employed a quasi-experimental design for the study. The sample consisted of 118 SS II students. The instruments used for the study was Mathematics Performance Test (MPT). The instruments yielded reliability values of 0.78 using Pearson Product Moment Correlation procedure. The data collected were analyzed using independent sample t-test, and Analysis of Covariance (ANCOVA). Findings of the study showed: (i) a statistically significant difference in the performance of students taught set theory using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group, (ii) no statistically significant difference in the performance of male and female students taught set theory in Mathematics using think-pair-share; (iii) no statistically significant difference in the performance of students taught set theory in Mathematics using think-pair-share based on scoring levels; and (iv) a statistically significant difference in the knowledge retained by students taught set theory in Mathematics using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group. The study concluded that the use of think-pair-share improved students’ performance in Mathematics, gender of a student does not affect his or her performance in Mathematics, and the use of think-pair-share improved the retention ability of the students. It was recommended among others that the use of think-pair-share be encouraged for teaching and learning of Mathematics at all levels of education.

Jigsaw learning model base on cooperative instructional strategies to improve academic discussion in adult education on environment concepts

This study investigates the contribution of the Cooperative Learning Strategy in developing academic discussions. Academic discussion is an important element of historical thought, which is considered to increase conceptual understanding and support the development of democratic citizenship by helping students interpret, understand and connect patterns of human activity across time in the environment. Adult learners as a condition of research participated in this study. Student students today will learn effectively that he is directly involved in learning, his ideas, learning and teaching material, learning with his profession. This study aims to determine jigsaw learning based learning in improving adult learning on the concept of the Environment. The method used is descriptive qualitative. The study sample was around 25 people at the Jakarta State University Environment. The outcome variables discussed in this paper are adult learners who have the self-concept, experience, and self-esteem of adult students and the classroom climate. During the study period, cooperative learning did not significantly increase the self-esteem of adult students.

Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

Impact of Cooperative Instructional Strategies and Conventional Teaching Methods on Students Achievement and Interest in Upper Basic Education Science and Technology in Nigeria

Impact of Cooperative Instructional Strategies and Conventional Teaching Methods on Students Achievement and Interest in Upper Basic Education Science and Technology in Nigeria

A Comparative Analysis of Students’ Achievement in Virtual Arts and Selected Instructional Strategies in Creative Arts in Nigeria

This experimental study compared the effectiveness of three instructional strategies for upper basic eight classes in Creative Arts in Nigeria. 674 participants were involved. Virtual Arts instructional strategy group consisted of 212 students; 198 for demonstration and 264 for the cooperative instructional strategies. Male and female participants were 315 and 359 respectively; while public and private schools had 389 and 285 participants. Pretest was administered on each of the groups before instructions were carried out according to the identified instructional strategies. Drawing and painting was the content area of Creative Arts subject employed; then the posttest to assess the effectiveness of the instructional strategies. The study revealed that all students improved achievement with each of the three instructional strategies, but Virtual Arts group showed most improvement, while demonstration group did more than the cooperative group. There was significant gender difference in the achievement of upper basic male and female students when taught using Virtual Arts, Demonstration and Cooperative strategies respectively. Virtual Arts, Demonstration and Cooperative strategies had significant main effect on upper basic students’ achievement in Creative Arts in both public and private schools.

Effect of Cooperative Learning Instructional Strategy on Senior Secondary School Students Achievement in Biology in Anambra State, Nigeria

The study examined the effect of cooperative learning instructional strategy on senior secondary school students’ achievement in biology in Anambra State, Nigeria. The research design employed in this study was the quasi-experimental; specifically, pretest, post test, non equivalent control group design. A sample of one hundred and eleven (111) Senior Secondary one (SS1) students drawn from two coeducational secondary schools in Nnewi Education zone of Anambra State, Nigeria. Two research questions and two null hypotheses guided the study. An instrument known as BiologyAchievement Test (BAT) with a reliability coefficient of 0.79 was adopted and duly validated by experts. Mean and standard deviation was used to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results revealed that students taught using cooperative learning instructional strategy perform better in Biology Achievement Test than those taught using lecture method of instruction. There was no interaction between methods and gender on students Biology Achievement Test. Based on the result obtained, it was therefore recommended that teachers should be encouraged to use cooperative instructional strategy to teach biology and other sciences, technology, engineering and mathematics subjects in secondary schools.

Enhancing chemistry teaching in secondary schools: An alternative teaching approach

This study adopted the quasi-experimental research design to examine the alterative teaching methods in secondary chemistry using the cooperative instructional strategy dimension. The sample consists of two hundred and thirty (230) Senior Secondary two (SS II) chemistry students were drawn from three out of ten (10) public secondary schools in Tai Local Government Area of Rivers State, Nigeria. Two research instruments were developed for the study: Researcher’s Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT). The instrument was validated and its reliability of the Pearson Product Moment Correlation formula value of 0.62. Three hypotheses were formulated and tested using Analysis of Covariance (ANCOVA). The instrument was administered on both the experimental group and Control group. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional strategy and conventional teaching method. The cooperative instructional strategy was found to be more effective in enhancing better performance of the learners. Some recommendations were also made among which were that the current prevailing teaching and learning approach should be restructured. Key Words: Teaching Approach, chemistry, Cooperative Instructional Strategy, Secondary school, Performance and Students.

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DETEKSI DINI TUMBUH KEMBANG AUD

The objective of this research is to study the effect of instructional strategy of cooperative and learning motivation on the learning outcome in the course of Early Detection of Early Aged Children’s Development. The research conducted conducted at IAIN Raden Intan Lampung as from April through August 2013, selected 40 students randomly as samples. The research employed experimental research with treatment by level 2x2.The findings indicate (1) learning outcomes of the students with cooperative instructional strategy is higher than those who received expository instructional strategy,(2) there is interaction between instructional strategy and learning motivation of the students, (3) learning outcomes of the students with high learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy, and (4) learning outcomes of the students with low learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy. Result of the research shows that students’ learning outcomes on early detection of development kindergarten could be improved by applying appropriate teaching instructional strategy considering their learning motivation level.

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This study examined the effect of peer assisted co-operative instructional strategy on the ability levels of students. Two research questions and hypotheses were developed to guide the study. A non-randomized pre-test and post -test control group design was adopted for the study. A total of 110 Senior Secondary 2 Chemistry students were used. Cognitive Ability Test (CAT) and Chemistry Performance Test (CPT) were the instruments used to generate data. Reliability coefficients of 0.82 and 0.80 were obtained for CAT and CPT respectively using Kuder-Richardson formula 21. Data collected were analyzed using descriptive statistics of mean, standard deviation, independent t-test and analysis of co-variance. From the findings of the study, it was observed that peer assisted co-operative instructional strategy had effect on cognitive ability levels of chemistry students. The result also showed that there was no significant difference existing among the academic performance of male and female students taught with peer assisted co-operative instructional strategy. Recommendations included that teachers should vary their instructional strategy to meet with students’ learning styles and cognitive ability levels instead of relying on the conventional method alone. Key words: Peer assisted, cooperative instructional strategy, cognitive ability levels.

Effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria

This study examined the effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria. The study adopted a pre-test, post-test control group quasi experimental design with 3x2x2 factorial matrix, sampling one hundred and fifty six (156) students with learning disabilities in Mathematics selected through random sampling with the use of the Pupil Rating Scale, Mathematics Tests (A and B) for JSS1 Students, Extroversion and Introversion Scale, and Checklist for School Environment. Participants were exposed to eight weeks of instruction in mathematics, using the three instructional strategies and a control group. Analysis of Covariance (ANCOVA) was used to analyze the three hypotheses generated at 0.05 level of significance, with the results showing a significant effect on participants’ achievement scores in mathematics (F ( 2,143 ) = 32.497; P < 0.05). This implies that there is a significant difference in mathematics achievement of participants exposed to peer tutoring, cooperative learning, and the control group. Further analysis revealed that students exposed to cooperative learning instructional strategy performed better than students exposed to peer tutoring and the control. Also, results indicated that both personality and school environment did not have significant main effects on mathematics achievement of students with learning disabilities. Based on these findings, it was recommended that teachers of students with learning disabilities should incorporate the use of peer tutoring and cooperative learning in teaching Mathematics to students with learning disabilities. Key Words: p

Cooperative Instructional Strategies and Performance Levels of Students in Reading Comprehension

Cooperative Instructional Strategies and Performance Levels of Students in Reading Comprehension

Teaching Chemistry in Secondary Schools: A Case for Cooperative Instructional Strategy

The study investigated the relative effectiveness of cooperative instructional strategy on students' performance in secondary school chemistry. Two hundred and fifty (250) Senior Secondary two (SS II) chemistry students were purposively sampled from three public secondary schools in Ilesa Local Government Area of Osun State, Nigeria. Two research instruments: Researcher's Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT) were developed, validated and used for the study. The reliability of the Chemistry Performance Test (CPT) was determined and found to be 0.62 using the Pearson Product Moment Correlation formula. Three hypotheses were raised and tested using Analysis of Covariance (ANCOVA). The study covered a period of six (6) weeks. The experimental group, which is Cooperative instructional group and a Control group, were used. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional strategy and conventional teaching method. The cooperative instructional strategy was found to be more effective in enhancing better performance of the learners. Some recommendations were also made. Ethiopian Journal of Education and Sciences Vol. 3 (2) 2008: pp. 27-34

Improving senior secondary school students’ attitude towards mathematics through self and cooperative-instructional strategies

This study investigated the effects of self and cooperative-instructional strategies on senior secondary school students’ attitude towards Mathematics. The moderating effects of locus of control and gender were also investigated. The study adopted pre-test and post-test, control group quasi-experimental design using a 3 × 2 × 2 factorial matrix with two experimental groups and one control group. Three hundred and fifty SSS II students from six purposively selected secondary schools in Ijebu-North Local Government Area of Ogun State were the subjects. Three instruments were developed, validated and used for data collection. Analysis of Covariance (ANCOVA) and Scheffé post hoc analysis were the statistics used for data analysis. Findings showed that the treatments had significant main effect on students’ attitude towards Mathematics. The participants exposed to self-instructional strategy had the highest post-test mean attitude score. The study found no significant main effects of locus of control and gender on the participants’ attitude towards Mathematics. It was concluded that Mathematics teachers should be trained to use self and cooperative learning packages in the classroom, since the strategies are more effective in improving students’ attitude towards Mathematics than the conventional method.

Effects of Cooperative and Individualistic Instructional Strategies On Students Problem Solving Abilities In Secondary School Chemistry In Ilesa, Nigeria.

This study investigated the relative effectiveness of cooperative and individualistic instructional strategies on students' problem solving abilities in secondary school chemistry. It made use of a 3 x 3 x 2 quasi-experimental, non-randomized factorial design. Two hundred and fifty (250) Senior Secondary two (SS II) chemistry students were purposively sampled from three public secondary schools in Ilesa Local Government Area of Osun State, Nigeria. Two research instruments: Researcher's Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT) were developed, validated and used for the study. The reliability of the Chemistry Performance Test (CPT) was determined and found to be 0.62 using the Pearson Product Moment Correlation formula. Five hypotheses were raised and tested using Analysis of Covariance (ANCOVA). Two experimental groups (Cooperative Instructional group, Individualistic Instructional group) and a control group were used. The results of the analysis showed that there was a significant difference in the performance of chemistry students exposed to cooperative instructional Strategy, individualistic instructional strategy and conventional teaching method. Both the cooperative instructional strategy and individualistic instructional strategy improved the performance of the learners. The cooperative instructional strategy was found to be most effective in enhancing better performance of the learners. African Research Review Vol. 1 (1) 2007: pp. 121-130

Effect of two programmed instructional strategies on senior secondary school students' mathematical achievement

This study investigated the effects of self and cooperative instructional strategies on senior secondary school students' achievement in mathematics. The moderating effects of locus of control and gender were also investigated.The study adopted pre-test and post-test, control group quasi-experimental design using a 3x2x2 factorial matrix with two experimental groups and one control group. Three hundred and fifty (350) Senior Secondary School students from six purposively selected secondary schools in Ijebu-North Local Government Area of Ogun State were the subjects. Three instruments were developed, validated and used for data collection. Analysis of Covariance (ANCOVA) and Scheffé post-hoc analysis were the statistics used for data analysis. Findings showed that the intervention had significant main effect on students' achievement in mathematics. The participants exposed to cooperative instructional strategy recorded the highest post-test mean achievement score. The study, however, found no significant main effects of locus of control and gender on the participants' mathematics achievement. It was therefore concluded that mathematics teachers should be trained to use self and cooperative learning packages in the classroom since the strategies are more effective in enhancing students' achievement in mathematics than the conventional methods. Some limitations of the study are also discussed.