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

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dc.contributor.author Tsatsu, N. K.
dc.date.accessioned 2024-07-09T10:37:16Z
dc.date.available 2024-07-09T10:37:16Z
dc.date.issued 2012
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/3674
dc.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 en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject integrated science en_US
dc.subject performance en_US
dc.subject cooperative learning en_US
dc.subject action research en_US
dc.title Improving the performance of girls in integrated science through cooperative learning an action research approach. en_US
dc.type Thesis en_US


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