Effect of cooperative instructional approaches on students’ performance in chemical bonding at Asuom senior high school

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