Effects of Cooperative Learning Method on Academic Achievement of Primary School Pupils in Basic Science and Technology in Anambra State

Abstract

This study investigated the effects of Cooperative Teaching Method (CTM) on pupils’ academic achievement in Basic Science and Technology, as well as how its effect varies across gender. Two research questions guided the study and two hypotheses were tested at 0.05 alpha level. A quasi-experimental, non-equivalent control group design was utilized in the investigation. The population consisted of 2,432 primary five (Pri.5) Basic Science and Technology pupils in all 52 public schools in Awka Education Zone of Anambra state for the 2018/2019 academic session. A sample of 98 pupils from three primary schools were purposively selected. Basic science and technology Achievement Test (BSTAT) was the instrument used for data collection. This instrument was validated by three experts and tested for reliability. Kudder Richardson Formula (KR-20) was used to establish the reliability of BSTAT which yielded a reliability of 0.80. Mean was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed a significant effect of CTM on pupils’ academic achievement in Basic science and technology. The findings also indicated that both male and female pupils’ academic achievement were enhanced with the use of CTM using BST. Since the present result (academic achievement) agrees with the earlier findings in other countries, it implies that the use of CTM does not discriminate among location and subject. Implications of the findings were highlighted. The study recommended among others that classroom teachers should use CTM to make more time available for in-class active learning and implement active approaches to promote pupils ownership of the learning process.