Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Effect Of Active Learning and Cooperative Instructional Strategies on Secondary School Students' Academic Achievement and Retention in Physics in Uyo Educational Zone, Akwa Ibom State, Nigeria

Bassey, Ezekiel Udoudo & P. C. Agommuoh (PhD)

Abstract

The study examined the effect of active learning and cooperative instructional strategies on secondary school students’ academic achievement and retention in Physics in Uyo Educational Zone, Akwa Ibom State, Nigeria. The study was guided by three research questions and three corresponding null hypotheses were formulated and tested at 0.05 level of significance. The study adopted quasi-experimental research design, the population of the study was 3,620 Physics students comprising 1,951 males and 1,669 females Physics in all the public secondary schools. The sample size of the study was 127 Physics students comprising 72 males and 55 females senior secondary II Physics students selected using purposive sampling technique. Physics Achievement Test (PAT) and Physics Retention Test (PRT) were used as instruments for data collection. The instrument was validated by three experts, two from Physics Education and one from Measurement and Evaluation, all from Science Education Department. Kudder- Richardson (KR-20) and Pearson Product Moment Correlation Coefficient (PPMCC) were used to calculate the reliabilities of PAT and PRT and their reliabilities obtained as 0.83 and 0.79 respectively. The data from the pre-test, post-test and delayed post-test were analyzed using mean and standard deviation to answer the three research questions and Analysis of Covariance was used to test the hypotheses at 0.05 level of significance. The result of the data analyses revealed that: There was a significant difference in the mean achievement scores of Physics students taught using active learning method, cooperative instructional strategy and lecture method in favour of active learning method and cooperative instructional strategy. There was a significant difference in the mean retention scores of Physics students taught using active learning method, cooperative instructional strategy and lecture method in favour of active learning method and cooper

Keywords

Active LearningCooperative Instructional StrategyAcademic AchievementRetention and Physics

References

Adigun, J., Onihunwa, J., Irunokhai, E., Sada, Y. and Adesina, O. (2015). Effect of gender on students’ academic performance in computer studies in secondary schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 1-7. Agommuoh, P. C. (2015). Enhancing the teaching of physics through the use of ICT in senior secondary schools. Science teachers association of Nigeria annual conference proceedings, 274-283. Agommuoh, P. C. & Ndirika, M. C. (2017). Strategies for promoting entrepreneurial skills in science education students for poverty eradication. Journal of Research & Method in Education, 7(3), 45-49. Agu, P. A. & Samuel, I. R. (2018). Effect of simulation instructional package on basic science and technology students’ achievement and retention in federal capital territory, Abuja. Nigeria International Journal of Innovative Education Research, 6(3), 1-7. Alshammari, N. M. (2015). Effects of cooperative learning on academic performance of college students in Saudi Arabia (Doctoral dissertation, State University of New York at Fredonia). Aransi, W. O. (2017) Effect of class classification, class size and gender on academic performance among Fatima High School Students in Irewole Local Government Area of Osun State, Nigeria. European Journal of Education Studies, 3(11), 756-771. Ayatse, H. I., Madu, O. V. & Emenna, C. L. (2021). Effects of cooperative learning strategy on the achievement of senior secondary school physics students in Jos South, Plateau State. International Journal of Science and Applied Research, 4(1), 67-79. Azman (2014). Constraints and remedies to students dread for the sciences. Scientific Journal of Educational Administrators, 3(8) 9-19. Casey, A., & Fernandez-Rio, J. (2019). Cooperative learning and the affective domain. Journal of Physical Education, Recreation & Dance, 90(3), 12-17. Christine, H. (2015). Gender and classroom interaction: A research review. The Scottish Council for Research in Education. Crow, K. & Crow, L. (2017). Academic achievement. University of Pheonix Press. Pheonix. Elliott, S. (2017). Engaging students in large health classes with active learning strategies. Journal of Physical Education, Recreation and Dance, 88(6), 38-43. Filgona, J. & Sababa, L. K. (2017). Effect of gender on senior secondary school students’ academic achievement in geography in Ganye educational zone, Nigeria. European Journal of Education Studies, 3(4), 394-410. Harnette, Z. (2017). Instructional strategies and science teaching. International Research Journal, 2(2&3), 1981-1970. Hendrickson, P. (2021). Effect of active learning techniques on student excitement, interest, and self-efficacy. Journal of Political Science Education, 17(2), 311-325. https://doi.org/10.1080/15512169.2019.1629946. Holmes, M. R. (2015). Moving from flipcharts to the flipped classroom: Using technology driven teaching methods to Promote active learning in foundation and advanced masters social work courses. Clinical Social Work Journal, 43(2), 215-224. Hornby, A. S. (2015). Oxford advanced learners dictionary. Oxford: University Press. Ibrahim, I., Bashir, D., Buba, M. A. & Thlama, I. M. (2020). Effect of demonstration and lecture methods on academic performance of senior secondary school students’ in biology, Maiduguri Metropolis, Borno State, Nigeria. Journal of Research & Method in Education, 10(6), 49-54. Ihejiamaizu, C. C., Neji, H. A. and Agiande, I. U. (2020). Effect of cooperative learning strategy on senior secondary school students’ academic performance in biology in Cross River State, Nigeria. European Journal of Scientific Research, 156(2), 138-144. Kyoshaba, M. (2019). Factors affecting academic performance of undergraduate students at Uganda. Journal of Scientific Education Research, 16(3), 38-47. Meziobi, K. A. (2018). Combining memory and creativity in teaching mathematics. Journal of Practical Teaching and Pedagogy, 25 (6), 48-49. Nnachi, N. O., Ugama, J. O., Ikporo, F. B., and Ngwu, U. N. (2021). Effects of cooperative learning strategy on secondary school students’ achievement and knowledge retention in biology. Journal of Education and Practice, 12(32), 59. Nworgu, B. G. (2014). Problem-centered investigation approach to science practical in secondary schools – pilot study physics. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL), 2(5), 155-167. Nyamagwa, R. O., Okere, M. and Changeiywo, J. (2020). Effects of cooperative instructional strategy on secondary students’ academic achievement and motivation in physics in Nyamira County, Kenya. International Journal of Advanced Research in Physical Science (IJARPS), 7(4), 4-9. Ugwu, L., Jatau, A., & Gwamna, S. K. (2020). Impact of discussion method on performance and retention in biology among senior secondary students in Katsina education zone, Katsina State, Nigeria. International Journal of Multidisciplinary and Current Educational Research, 2(6), 76-83. Umar, M. (2020). Effects of cooperative learning strategy on performance and retention ability in chemistry among secondary schools students in Jigawa State, Nigeria. Kano Journal of Educational Psychology (KaJEP), 2(1), 19. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wanjohi, T. S. (2018). Incentives, selection and teacher performance. Journal of Policy Analysis and Management, 34(2) 267-297. Williams, S. (2017). Instructional strategies and students understanding and motivation. National Education Journal, 88-94.

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION