Comparative effect of cooperative learning and cooperative learning with instructional manual on students’ performance in mechanics concepts

Abstract

The study examined the effect of cooperative learning strategy with instructional manual as against cooperative learning strategy only on SHS students‟ performance in Mechanics concepts in Physics in Berekum Municipality, Brong Ahafo Region. The research design employed in this study was the quasi-experimental using pretest and posttest equivalent control group design. Samples of ninety three (93) SHS 2 students drawn from two intact classes were used for the study. An instrument known as Mechanics Concepts Test (MCT) was used to gather data for the study. Mean, standard deviation, mean gain and effect size analysis were used to answer the research questions, while independent sample t-test was used to test the hypotheses. The results revealed that students taught using cooperative learning strategy with instructional manual performed better on the Mechanics Concepts Test (MCT) than those taught using cooperative learning strategy only. There was no gender difference in performance on the use of cooperative learning strategy with instructional manual. Based on the result obtained, it was therefore recommended that teachers must be encouraged to use cooperative learning strategy guided by instructional manual to teach physics and other science subjects at the SHS.