The Impact of Collaborative Learning on Learner Performance When Teaching Rate of Chemical Reactions: A Case of Mukuba Secondary School in Kitwe District
- September 4, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186
Maniford Malama1, Professor Kakoma Maseka2
1Mukuba Secondary School, Department of Natural Sciences P.O Box 20497, Kitwe Zambia
2Copperbelt University, School of Mathematics and Natural Science, P.O Box 21692, Zambia
Abstract:-This study was conducted to show the impact of Collaborative Learning Approach on learner performance when teaching the topic Rate of Chemical Reactions to the Grade 11 pupils of Mukuba Secondary in Kitwe District. The problem of poor performance of the Grade 12 pupils in Chemistry, especially on Rate of Chemical Reactions has been a matter of concern. To try and alleviate this problem a study was conducted on grade 11 pupils of Mukuba Secondary School in Kitwe District. The study population involved 60 pupils from Mukuba. The study was based on three research questions and two hypotheses. The research method used was a mixed approach. The sample size was 60 boys from two intact classes which were purposively selected. The Shapiro-Wilks test was conducted to test the normality of the data because of the small sample size used. While, the design used for the study was a pre-test post-test quasi- experimental one.The two intact classes were randomly assigned into an experimental and a control group. This was done by tossing a coin; the head was for experimental group while the tail was for a control group. The two intact classes constituted 30 students for control and experimental Group. The two groups were subjected to a pre-test before implementation of the intervention on the experimental group. The experimental group was then taught using Collaborative Learning Approach while the control group was taught using Lecture and Discussion Approaches. The initial analysis of data used SPSS, considering two descriptive parameters of the mean and standard deviation. Then the Independent sample t-test was conducted at alpha level of 0.05 to compare the results of the pre-test and post-test scores. The study showed that there was a statistically significant difference in the post-test scores for Experimental group (Mean = 62.1, standard deviation = 11.3) and the control group (Mean = 41.5, standard deviation = 11.3).Therefore, using Collaborative Learning Approach when teaching Rate of Chemical Reaction was found to have a positive impact on learner’s performance and a change in attitude on Rate of Chemical Reaction was observed. The chemistry attitude questionnaire results showed a significant difference before and after the intervention that is from 20 to 45 students out of 60 showed positive attitudes towards Rate of Chemical Reaction after the intervention. The study also revealed that learners had challenges in plotting graphs of volume of the gas collected against time especially on coming up with correct scales for each axis and labelling of the graph which are ECZ standards followed when marking questions involving graphs.
