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.
Description:
Thesis 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 IN SCIENCE.
JULY, 2012