EFFECT OF COOPERATIVE LEARNING STRATEGY ON BIOLOGY ACADEMIC PERFORMANCE AMONGS STUDENTS OF TARAUNI LOCAL SECONDARY SCHOOLS KANO STATE
Abstract
Abstract
This study investigated effects of cooperative learning strategy on Biology students academic achievement and retention in senior secondary schools, Jigawa State, Nigeria. The study used pretest, posttest control group quasi-experimental design. A total number of three hundred and fifty (350) Biology students were used for the study. The respondents were randomly selected from four (4) public secondary schools Jigawa State. Instrument adopted was Biology Performance Test (BAT) administered before and after the treatment. Two research questions were raised which was translated into two null hypotheses. The reliability of the instrument was ascertained using Kudar-Richardson’s formula (KR-20) which yielded a reliability coefficient of (0.86). Data obtained was analyzed using analysis of covariance (ANCOVA). Result of analysis revealed that there is a significant effect of cooperative learning strategy and students’ academic performance in biology. Moreso, gender does not significantly contribute to the variance in academic performance of students in biology. Based on the finding of this study, it is recommended that biology teachers’ should adopt cooperative learning strategy to foster academic performance of students in biology.
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