Abstract:
An action research was undertaken to investigate into the effects of using cooperative
learning on pre-service teachers in enhancing their performance in teaching Integrated
Science at Junior High School (JHS).
The investigation sought to motivate and improve the attitudes of the female pre-service
teachers towards learning and teaching science through cooperative learning. The data
collection instruments were researcher observation, questionnaires and achievement tests.
This study was done at St. Monica‟s College of Education. The population of study was all
the second year pre-service teachers pursuing the Diploma in Basic Education (DBE). The
sample was made up of all the 40 female pre-service teachers in the class.
The results of the study showed that cooperative learning strategy was very relevant and
beneficial in helping the DBE pre-service teachers of St. Monica‟s College of Education to
improve upon their performance in teaching “Integrated Science” in Junior High School,
because they were able to secure higher test scores after the intervention as compared to
their test score before the intervention.
It is recommended that classroom teachers should endeavour to integrate cooperative
learning into their routine methods of instruction in science classes. Educational policy
makers should undertake the establishment and promotion of cooperative learning centres
to plan, oversee, and coordinate cooperative learning in our schools in the country
irrespective of the level of education.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION
SUBMITTED TO THE SCHOOL OF RESEARCH AND GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF
EDUCATION, SCIENCE EDUCAION, OF THE UNIVERSITY OF EDUCATION,
WINNEBA
MAY, 2009