Abstract:
This study investigated the effect of cooperative instructional approach on the
performance of Form One General Science students of Asuom Senior High School in
chemical bonding. The study adopted an action research design and utilised the
purposive sampling technique to select an intact class of forty (40) students for the
research. Data were gathered using tests and questionnaire, and analysed using
descriptive and inferential statistics. The findings of the study indicated that students
exhibited a notable improvement in academic performance from the pre-intervention
test (Mean= 6.18) to the post-intervention test (Mean= 9.84). The t-test analysis
revealed a statistically significant difference between the pre-intervention test mean
score and the post- intervention test mean score (p= 0.037; p< 0.05). Also, the findings
revealed the effects of the intervention on the mean performance of both male (Mean=
6.81) and female (Mean= 9.67) senior high school (SHS) students in chemical bonding.
The t-test analysis of the pre and post-intervention test scores revealed a statistically
significant difference between the mean academic performance of the male and female
SHS students after being taught with cooperative instructional approach were p-value
= 0.028 and its lesser than the alpha value which is 0.05. Moreover, the findings of the
study revealed that SHS students have overwhelmingly positive views on the use of
cooperative instructional approach in the teaching and learning of chemical bonding.
Based on the findings the researcher recommended that teachers should include
cooperative instructional approach as in their lessons to increase student’s confidence
level. Additionally, teachers should engage students in cooperative instructional
activities to enable students the exhibit attitudes needed for effective group methods.
Teachers should use cooperative instructional approaches to sustain students’ interest
in lesson activities and ensure their active participation as well
Description:
A thesis in the Department of Science Education,
Faculty of Science Education submitted to the
School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
