Abstract:
The study sought to investigate the effect of Cooperative Learning (CL) approach on
achievement in some selected topics in physics. It also aimed at finding out their
perception about cooperative Learning. Two control groups (class sizes 25 and 35)
totaling 55 and two treatment groups (class sizes 25 and 35) totaling 55 were used. The
study design was quasi-experimental with, pretest-intervention and post-intervention
tests on the two groups (treatment and control). Four instruments which include
worksheets and test on some selected topics in physics called Achievement Test on
some selected topics, a questionnaire demanding student‟s perceptions about the use of
cooperative learning in teaching and learning. The results subjected to T-test showed a
significant difference in the mean scores between the groups taught using Cooperative
Learning (treatment group) and control group taught with traditional approach at p value of 0.05 with a medium effect size of 0.36. The results also showed an
improvement in attitude of students and were motivated towards the subject. Though,
difference in mean scores was registered between pre and post-tests for both groups that
of the treatment group taught with Cooperative learning was higher than the group
taught with traditional approach of 4.93 as against 1.03. The study therefore
recommends that more emphasis should be given to teaching using Cooperative
Learning in the Ghanaian Senior High Schools.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
MASTER OF EDUCATION (SCIENCE EDUCATION) DEGREE
NOVEMBER, 2015