Effects of Cooperative Learning and Peer-Teaching on Secondary School Students’ Achievement in Basic Technology in Minna, Niger state

Abstract

This study examined the effects of cooperative learning and peer teaching on secondary school students achievement in basic technology. Two research questions and one hypothesis was tested in efforts to find solutions to the problems of the research work. The research work used quasi-experimental design type. One hundred and ten basic technology students drawn from Secondary Schools in Minna, Niger State were used for the work. The cooperative learning and peer -teaching groups were the experimental groups while the conventional teaching method group was treated as the control group. Validated Basic Technology Achievement Test (BTAT) and Basic Technology Interest Inventory (BTII) were administered to the students aspre-test and post-testfor collection ofdata. The BTAT had reliability index of0.689 while BTII had reliability index of 0.7121. The data collectedfrom the pre-test and post-test were collated and analyzed. The mean scores were used to answer the research questions. Analysis ofcovariance (ANCOVA) was used to test the hypotheses at 0.05 level of confidence. Some of the results obtainedfrom the research work were as follows: Cooperative learning and peer - teaching were efficacious in enhancing students achievement in difficult Basic Technology concepts. 2. Cooperative learning was more effective than the peer-teaching in enhancing students achievement and interest in basic technology. It was recommended among others that Cooperative learning and peer-teaching should be emphasized and incorporated into the basic technology - teacher education curriculum in Secondary Schools Basic Technology courses