Effects Of Computer-Based STAD Cooperative Learning Strategy On The Performance, Achievement Level And Attitude Of Secondary School Physics Students In Minna, Nigeria.

Abstract

This study determined the effects of computer-based STAD cooperative learning strategy on the performance, achievement level and attitude of secondary school physics students in Minna, Nigeria. A quasi-experimental study using a non-randomized, non-equivalent, pre-test, post-test, control group design was adopted. The target population for this study comprised all the senior secondary school class (SSSII) physics students in Niger State. Purposive sampling technique was used to select two senior secondary schools class two (SSS II). The schools were assigned into Computer-based STAD and Individualized Computer Instruction (ICI) groups. A sample size of 84 physics students from two intact classes participated in the study. Computer-Assisted Learning Package (CALP) on physics was used as treatment instrument. Physics Achievement Test (PAT) was used as test instrument, while Physics Attitude Scale (PAS) was used to elicit response on students' attitude towards physics. PAT and PAS were pilot tested, the reliability coefficient of 0.90 and 0.86 were obtained using Kuder Richardson (KR-20) and (KR-21) respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that students taught physics with computer-based STAD performed better than their counterparts in ICI. In addition, students in computer-based STAD group had positive attitude towards physics than those in ICI group. Furthermore, achievement levels had significant influence on their performance. Based on the findings, it was recommended among others that teachers should use computer-assisted STAD to improve students' performance in some difficult physics concepts. Keywords: STAD, Computer, Achievement Levels, Attitude, Physics