Effect of cooperative learning on senior high school chemistry students’ understanding of hybridization

Abstract

The study sought to investigate the effect of Student-Teams-Achievement-Division Cooperative Learning (STAD CL) as against Individual Learning (IL) on Senior High School (SHS) chemistry students’ understanding of the concept of hybridization. It also aimed at finding out the effect of CL on their attitude and motivation as well as establishing their perception with regards to IL, STAD CL and benefits of CL. The study also sought the views of students on which of the modes of instructions (CL or IL) they would prefer as main mode of teaching at the SHS. Two control groups (class sizes 12 and 25) totalling 37 and two treatment groups (class sizes 14 and 31) totalling 45 were used. The study design was quasi-experimental, non-randomised pretest-intervention - postest control group design. Four instruments which include worksheets and lesson notes on the concept of hybridization; Achievement Test on the Concept of Hybridization (ATCH 1 & 2); Questionnaire on Students’ Attitude and Motivation (QSAM); and Questionnaire on Students Perception about Peer Cooperation (QSP) in CL and IL were used. The results showed a significant difference between the group taught with the STAD CL and the group taught with IL (f = 78.722, p < 0.05) on the Analysis of Covariance (ANCOVA) Table (10) with a medium effect size of 0.36. A slight improvement in attitude and motivation towards the subject was also observed. Mean difference on pre and post treatment QSAM for CL group was 4.93 and that for IL group was 1.03. On the post-treatment QSP scale, means for perception of STAD CL (12.09) and its benefits (20.51) was more favourable than perception of IL (8.62). As to which of CL and IL should be the main mode of instruction at the SHS, 73.3% of students supported CL and 13.3% each either were undecided or disagreed. Based on these results and other studies, the researcher recommends a blend of methods with more emphasis on CL in the Ghanaian SHS which future educational reviews should make provision for.