Effects Of Cooperative Learning Strategy On Chemistry Students Achievements Using The Concept Of Separation Technique

Introduction

1.1 Background of the Study

Education is the foundation of sustained national development; the content and the period of the different learning cycles in every nation depend on its education vision, knowledge advances, social evolution, and employment needs. According to Kabutu et al. (2015), achieving quality science education for developing scientifically literate citizens is a global problem. Science instruction over the past eras has made attempts to unravel the causes of low achievement. Quality chemistry education at the basic level helps the students acquire knowledge, skills, values, and attitudes that empower them to contribute positively to the nation’s socio-economic, political, and moral development (Ejidike & Oyelana, 2015; Muhammad, 2013). Studies have reported that most students in chemistry class learn through inefficient teaching methods, although some succeed satisfactorily on examinations but with gross misconceptions in some chemical phenomena (Omwirhiren & Ubanwa, 2016; Otieno, 2012). Chemistry as a science that is foundational to learners who wish to pursue careers in applied science and related disciplines could be taught by innovative teaching strategies that facilitate the critical thinking of students as to reduce confusion faced by new students in certain concepts such as organic chemistry (Ngozi-Olehi et al., 2018; Sibomana, Karegeya et al., 2021).In this regard, this curriculum calls teachers to use active learning techniques such as collaborative and cooperative learning.

Cooperative learning can be defined as a teaching method that involves students in learning process in order to understand and learn content of the subject (Slavin, 2011). Traditional class activities create a win-win situation, where one can only succeed if other loose, while cooperative learning is direct opposite to it, here conquest of all is success of all. Cooperative learning has edge over other teaching methods in terms of its effectiveness for improved cognition, social skills and motivation. Two major attributes that have distinguished cooperative learning from traditional learning include interdependence (positive) as well as accountability as each member of group is important for success (Slavin, 1990). Its competence in terms of augmenting academic achievement has been proved many research studies (McMaster & Fuchs, 2002; Johnson, Johnson & Stanne, 2000, Nichols, 2002, Winston, 2002). Cooperative learning also improve positive attitude towards learning (Johnson & Johnson, 2008), improved social relations (Johnson & Johnson, 2005), in addition to high self-esteem and cohesiveness (Sahin, 2010). Cooperative learning can be also stated in terms of instructional strategy in which students work together to achieve learning target (Abrami, Poulsen & Chambers, 2004). It is also presented by Polloway, Patton and Serna (2001) that the cooperative learning method when used as a teaching activity, improves motivation, class participation and academic achievement of students.

Students’ active involvement in teaching and learning makes cooperative learning (CL) powerful as students build a strong and conducive climate in their classroom, enhancing their academic achievement where chemistry is not taken as difficult to teach and learn (Gabriel et al., 2018). Also, students could get help from home, school, teachers to increase their interest in chemistry subjects (Mahdi, 2014).

Its usefulness measures the importance of an instruction approach. The importance of learning depends upon its application in day-to-day life, where the transfer of learning applies. Cooperative learning is one of the instructional approaches in which learners attain and retain learning objectives by helping each other in a social setting; it is an innovative teaching approach that uses small groups so that learners work together to maximize individual and each other’s learning (Pateşan et al., 2016). It entails five fundamental elements: constructive interdependence, individual responsibility, interpersonal and social skills, interaction, and superiority of group processing. Learning circumstances are not cooperative if learners are organized into groups without constructive interdependence where students work together as an interconnected group to accomplish collective learning goals (Johnson et al., 2014). While learning cooperatively, students could be accountable for their learning and the achievement of other group associates’ learning by ensuring that other members in the group complete the tasks and attain the educational outcomes (Slavin, 2014). Also, the lesson is not cooperative if learners do not share and respect peers’ contributions which shows their positive interdependence which could be constructed in CL groups to allow learners work and learn together, hence promotes each group member’s productivity, achievement, and retention of the learned materials as a result of members reciprocal interaction where individuals boost and facilitate each other’s efforts to complete the group goals (Johnson & Johnson, 2014).

1.2 Statement of the Problem

For any nation to be developed, more efforts are to be applied in science education. In the case of Rwanda, putting more effort into the development of the industrial sector where chemistry plays a more critical role, is a must to the policymakers. Chemistry is in the central position in the economic development of any nation as its study has a greater role in daily life, such as exploration of the relationship between theory and practice where organic chemistry is more applied in industries (Cooper et al., 2019). Despite the importance of chemistry, the low achievement of students in the subject still has a major concern to the educationists, and this problem has been seen as a result of the inappropriate teaching strategies applied by teachers (Byusa et al., 2020; Oginni et al., 2013).

There has been an outcry of quality education in the countrywide, and the people concerned are students, teachers, headteachers, stakeholders in education, and the community. However, the fundamental concern in science schooling has been the emphasis on presenting information through passive learning, or chalk and talk, where learners receive instruction inactively throughout classroom activities and feel that chemistry knowledge is fixed and that no additional action is required (Byusa et al., 2020; Chee & Tan, 2012).

Since we are passing through the modern era, science educators are creating intense changes in curriculum and instructions. This study was a continuation of this preparation in which tends to investigate the effects of cooperative learning strategy on chemistry students achievements using the concept of separation technique.

1.3 Objectives of the Study

The broad objectives of this study is to investigate the effects of cooperative learning strategy on chemistry students achievements using the concept of separation technique.

The specific objectives include:

• Determine whether there is a significant relationship between cooperative learning strategy and chemistry students achievements in concept of separation technique
• Determine the extent teachers adopts cooperative learning strategy during the teaching and learning of concept of separation technique among chemistry students
• Ascertain the impact of cooperative learning strategy on chemistry students achievements in concept of separation technique.

1.4 Research Question

This research is an attempt to answer the following questions:

• Is there a significant relationship between cooperative learning strategy and chemistry students achievements in concept of separation technique?
• What is the extent teachers adopts cooperative learning strategy during the teaching and learning of concept of separation technique among chemistry students?
• What is the impact of cooperative learning strategy on chemistry students achievements in concept of separation technique?

1.5 Research Hypothesis

Ho: There is no significant relationship between cooperative learning strategy and chemistry students achievements in concept of separation technique.

Ha: There is a significant relationship between cooperative learning strategy and chemistry students achievements in concept of separation technique.

1.6 Significance of the Study

The study will be of benefit to the Ministry of Education as it will help them understand the suitability and applicability of Cooperative Learning Strategy in teaching chemistry in senior secondary schools. Curriculum planners such as Nigerian Educational Research and Development Council (NERDC) State Universal Basic Education Board (SUBEB) Nigerian Teachers Institute (NTI)

It will also be beneficial to teachers since the teachers in the classroom are the main force or engine room of curriculum implementation. They ensure the implementation of curriculum according to specifications. They decide on the kind of methods, strategy, resource and evaluation techniques that are best suitable for a particular lesson.

The Parents Teachers Association (P.T.A): It should be understood that the (P.T.A) has a variety of functions to perform in the School for achievement of Educational Objectives. As a body the (P.T.A) influence Curriculum implementation in many ways. For instance, It served as an advisory body to the School, recruitment of additional teachers in a very needy subject area, purchase of books and other instructional materials providing funds for the execution of project and many others.

1.7 Scope of the Study

This study is structured to examine the effects of cooperative learning strategy on chemistry students achievements using the concept of separation technique. Hence, the study will be delimited to some selected senior secondary schools in Mbo Local Government Area, Akwa Ibom.

1.8 Limitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.

1.9 Definition of Terms

Cooperative Learning:

Small group instruction where students work together in heterogeneous groups to reach a common goal. Students act as peer tutors placing the group goals and achievements ahead of individual goals.

1.10 Organizations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, abnd selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.