Abstract:
The purpose of this study was to assess the use of cooperative instructional approach to
improve the teaching and learning of respiration among SHS form 2 Home Economics
Students of Presbyterian Girls SHS in Odumase- Krobo as against individual learning in
Odumase Krobo. Seventy-two (72) Home Economics students were sampled using the
purposive sampling techniques. Teacher-made-test (pre-test and post-tests) and
observational guide were used to collect data. The instrument was validated through
content validation procedures and yielded a reliability of Cronbach Alpha coefficient of
0.63. Three (3) research questions guided the study. Descriptive statistics of Frequency
counts and percentages were employed for all the research questions. Findings obtained
from research question one revealed that students taught using the STAD approach (M=
6.40, SD=1.49) reported significantly higher levels in academic performance than those
using the individual approach (M= 4.65, SD=1.74). Findings obtained from the research
question two revealed a statistically significant difference between the two approaches.
Results obtained on research question three also showed that students in this study
generally exhibited negative attitudes towards the individual learning approach. Based on
the outcome of the results, the study recommends that, there is the need to offer them
personalised institution through the use of STAD so that students can make their own
choices, own their learning, increase their intrinsic motivation and put in more effort. Also,
teachers should employ STAD as a system of cooperative learning in which students learn
to be formed into groups representing the students with the skills and different genders to
bring student’s learning experience to a different level.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATON, FACULTY OF
SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR AWARD OF MASTER OF EDUCATION (SCIENCE EDUCATION)
DEGREE.
JULY, 2017