IMPACT OF COOPERATIVE LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BALANCING CHEMICAL EQUATION IN DUTSIN-MA METROPOLIS

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ABSTRACT


This study investigated the Impact of Cooperative Learning Strategy on Secondary School Students’ Academic Achievement in Balancing Chemical Equation in Dutsin-Ma Metropolis. A sample of one hundred and seventy-seven (177) SS I students was drawn using a purposive sampling technique from a population of six hundred and twenty four (624) SSI students in the study area. The study employed quasi-experimental design. The Experimental group was taught using Cooperative Learning Strategy while control group was taught using Lecture Method. An instrument titled: Balancing Chemical Equation Achievement Test (BCEAT) was employed for data collection. The instrument was duly validated by experts. The reliability Coefficients of the instrument was 0.76. Research questions raised were answered using Means and Standard Deviations while research hypotheses were tested using t-test, at 0.05 level of significant. Research findings revealed significant difference in the academic achievement of students taught balancing chemical equation concepts using Cooperative Learning Strategy and those taught the same concept using Lecture Method and there is no significant difference in academic achievement of male and female students taught balancing chemical equation concepts using Cooperative Learning Strategy. Based on the findings of this study, it is recommended among others that Chemistry teachers in secondary schools should incorporate cooperative learning strategy in their teacher education programs, in-service courses and that the strategy to be practiced by teachers in chemistry classrooms as part of an overall strategy to reduce gender differences in chemistry achievement.


TABLE OF CONTENTS

Title Page
Table of Contents
List of Tables
List of Figures
List of Appendices
Abstract

CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4   Research Questions
1.5 Research Hypotheses
1.6   Scope of the Study
1.7    Significance of the Study
1.8   Operational Definition of the Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Teaching Chemistry in Secondary School
2.3   Cooperative learning strategy
2.4   Lecture method
2.5   Concept of balancing chemical equation
2.4    Students’ academic achievement in chemistry
2.6   Gender related studies in chemistry
2.7    Summary of review of literature

CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sample and Sampling Techniques
3.5 Research Instrument
3.6 Validity of Research Instrument
3.7 Reliability of Research Instrument
3.8 Procedure for Data collection
3.9 Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS, RESULT AND DISCUSSION OF FINDINGS
4.1 Introduction
4.2 Data Analysis and Result
4.3 Summary of findings
4.4 Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
5.5 Suggestions for Further Study

References


CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Chemistry is a branch of science that deals with the fundamental materials composing the entire physical world. Chemistry as an aspect of science, studies the composition, properties and uses of matter (Ababio, 2010). It probes into the changes that matter undergoes under different conditions. Our environment is made of matter; chemistry therefore deals with the study of our environment and explaining things that are happening. For examples rusting of iron nails, burning of substance, photosynthesis and many more. In addition, most of the things that can be touch, taste or smells are chemicals, such as laundry detergent and drugs, which are by product of chemistry.
Similarly, chemistry plays a vital role in other Scientific and technological disciplines such as agriculture, biochemistry, engineering, medicine, microbiology, and pharmacy among others. That is why it becomes compulsory for students to have sound background knowledge of chemistry up to secondary school certificate level before undertaking courses in any science related disciplines.

In spite of the central position of chemistry among other science subjects, studies revealed that, academic achievement of students in chemistry at senior secondary school certificate (SSCE) has consistently been very poor and unimpressive (Njoku, 2005). This is further buttressed by Katsina State Ministry of Education Examination’s Report of the year 2009, 2010, 2011, 2012, 2013, 2014, 2015, and 2016.


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