Cooperative group formation integrated with Kolb’slearning styles to enhance student-teachers’ conceptual understanding and academic performance in heat and temperature.

Abstract

This study combines cooperative group formation with Kolb's learning styles to enhance the academic performance of student-teachers in integrated science. A sample of 56 level 300 upper primary student-teachers participated in a seven-week intervention focusing on heat and temperature concepts. Using a positivist paradigm and quantitative methods, the study employed Kolb’s learning style inventory (KLSI) and a one-group pre-test/post-test design with purposive sampling technique. The results revealed varying conceptual difficulty across learning styles, with converging learners facing higher challenges. MANOVA analysis showed significant differences in conceptual comprehension, with accommodation learners understanding phase change and heat better than converging learners. Diverging learners exhibited superior understanding in heat transfer and heat and temperature. A statistically significant difference was observed between pre-test and post-test scores for the diverging [t (13) = 0.00, p < 0.05], assimilation [t (13) = 0.00, p < 0.05], converging [t (13) = 0.00, p < 0.05], and accommodation [t (13) = 0.00, p < 0.05] learning styles based on paired sample t-tests. Specifically, large effect sizes were found for assimilation (d = 3.017) and converging (d = 3.258) learning styles. Post Hoc analyses underscored the effectiveness of cooperative group formation for assimilation and accommodation learners across multiple concepts. The study rejects the null hypothesis, highlighting significant differences in conceptual understanding among student teachers with different learning styles. Student-teachers perceived cooperative group formation positively, recognising its benefits for their learning experiences. Recommendations include integrating cooperative learning activities into instruction, considering diverse learning styles, and familiarising with Kolb's theory to personalise learning experiences. These findings contribute to enhancing teaching and learning practices in integrated science education