Effect of cooperative learning on students’ performance in circulatory system The case of a TVET institution in Volta Region

Abstract

This study used Cooperative Learning to improve TVET students’ academic performance in circulatory system at Have Technical Institute. The study adopted action research design. A sample of 40 students were purposively sampled for the study. The instruments that were used to collect data for the study are test (SDT, SAT and SKRT) and questionnaire. Expert review was used to determine the validity of the instruments. Test retest method was used to determine the reliability coefficient for the test and Cronbach’s alpha was used to determine reliability coefficient of the questionnaire. For three weeks, a Cooperative Learning intervention consisting of Think-Pair-Share, Numbered Heads Together and Jigsaw was implemented. Both descriptive and inferential statistics were used to analyse data. The study’s findings revealed that cooperative learning significantly improved the academic performance of students in circulatory system. Implementation of cooperative learning has also improved students’ retention of knowledge in circulatory system. No significant difference was observed between male and female students’ academic performance in circulatory system after the implementation of cooperative learning. The findings also showed that students have developed positive attitude towards cooperative learning. Based on these findings, it was recommended that Integrated Science teachers in Have Technical Institute should adopt cooperative learning strategy in their lesson delivery to enable student actively engage in the lesson.