Effect of Cooperative Learning Strategy on Upper Basic Education II Students’ Performance and Interest in Basic Science and Technology in Benue State, Nigeria

International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume VI, Issue IX, September 2021|ISSN 2454-6194

Effect of Cooperative Learning Strategy on Upper Basic Education II Students’ Performance and Interest in Basic Science and Technology in Benue State, Nigeria

PATOO, Sesugh Felix¹, ZAM, Juliana Afa², and TAFI, Festus Iornem^3
1,2,3Department of Science Education, Federal University of Agriculture, Makurdi, Benue State, Nigeria

Abstract
The study examined the effect of cooperative learning strategy on Upper Basic Education II (UBE II) students’ performance and interest in Basic science and Technology in Benue State. A pretest post-test control group, non-equivalent quasi-experimental design was used for the study. The sample of 425 students was drawn from the population of 993 Upper Basic Education II students from Makurdi Local Government. Intact classes were randomly selected and assigned to experimental and control groups. Basic Science and Technology Performance Test (BSTPT) and Basic Science and Technology Interest Scale (BSTIS) researcher-design instrument were used for data collection. The two instruments BSTPT and BSTIS items were subjected to face and content validation. The reliability of the instruments was established using Kudar-Richarson formula 20 (K-R20) and Cronbach Alpha. The reliability coefficients of the instruments were found to be 0.78 and 0.79 respectively. The research questions were answered using mean and standard deviation, while the hypotheses were tested at 0.05 alpha level of significance using Analysis of Covariance (ANCOVA). The findings of the study revealed that there was a significant difference in the mean performance and mean interest scores of students taught Basic science and Technology using cooperative learning strategy and those taught using lecture method (F (1,422) = 640.728, p<0.05) and (F(1,422) = 1063.49, p<0.05). The findings also revealed that there is significant difference in the mean performance scores of male and female students taught Basic science and Technology using cooperative learning strategy in favor of the female students (F(1,209) = 2.517, p>0.05). The study also revealed that there was a significant difference in the mean interest scores of male and female students taught Basic science and Technology using cooperative learning strategy (F(1,209) = 15.94, p<0.05). Based on the findings, it was recommended that cooperative learning strategy should be used in teaching Basic Science and Technology at Upper Basic Education and science in general.

Key words: cooperative learning strategy, Basic Science and Technology, performance, Interest and Upper Basic Education

Introduction

Science is the study of the natural world based on observation and experimentation, which results to the understanding of what the natural world, is all about. Iwuji (2012) looked at science as intellectual activities carried out by scientists designed to discover information about the natural world in which we live and to discover ways in which this information can be organized and utilized for the benefit of human race. According to Ityokaa and Adejoh (2014) science is an attempt by human beings to organize their experience about nature into meaningful system of explaining some natural phenomena such as mirage, eclipse, rainbow, tides, which hitherto were ascribed to witchcraft activities and evil spirit, thereby liberating the society from the power of superstition. The authors further explained that understanding the natural world is based on observation and experimentation. Science therefore is very critical and imperative in shaping the way people think, explore, generate and apply knowledge about the environment.

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