Effects of using cooperative learning approach on achievement in selected topics in physics

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.