Effects of Three Cooperative Learning Strategies on the Performance of Secondary School Students in Physics.

Abstract

This study investigated the effects of three co-operative learning strategies on the performance of secondary students in physics. It also examined whether the performance of the students would vary with gender and achievement levels. Purposive sampling technique was used to select two senior secondary (SSS II) physics students from two intact classes in the selected four secondary schools in Minna, Niger State, Nigeria. The students were in STAD (n = 48), Jigsaw II (n = 42), TAI (n = 41), and ICI (n = 38) groups. Computer-Assisted Learning Package (CALP) and Physics Achievement Test (PAT) were used as treatment and test instruments respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that there was significant difference in the performance of the groups. In addition, students’ gender had no influence on their performances. Also, achievement levels had significant influence on students’ performance in cooperative settings. Based on the findings, it was recommended among other that teachers should be encouraged to use computer-supported cooperative strategies in the classroom for teaching physics concepts.