Improving the performance of girls in integrated science through cooperative learning an action research approach.

Abstract

The objective of this study was to examine the effect of cooperative learning method of instruction in sustaining interest and improving performance of girls in Integrated Science. Thirty eight (38) girls selected from Form 2 General Arts class in St. Margaret Mary Senior High Technical School participated in this study. Tests, Questionnaires and Treatment Verification Checklist were the main instruments used for collecting data. A self-designed baseline survey test, pre-intervention test, was conducted to determine the previous knowledge base of the respondents in some selected topics in Integrated Science. The cooperative learning method was carried out as an intervention to stimulate the interest of the girls in Integrated Science for eight weeks. A post-intervention test was then administered to determine the effect of the intervention in stimulating the interest and improving the performance of the girls in Integrated Science. A t-test showed that, there was a significant difference in the performance of the girls in the post-intervention tests. According to the results of the post- intervention test, questionnaires and the Treatment Verification checklist, Cooperative Learning Approach improved achievement and brought about an enhanced interest of the girls in Integrated Science. It can be concluded that the Cooperative Learning Approach is an innovative pedagogy to change teaching and learning practices in the science classroom. The intervention fostered positive classroom interactions, promoted positive attitudes towards science and provided opportunities for developing critical thinking and analytical skills. The study therefore recommended further research in to the Cooperative Learning Approach in other topics of Science in other School.