TITLE PAGE

EFFECT OF CO-OPERATIVE LEARNING ON SECONDARY SCHOOL

STUDENTS' ACHIEVEMENT AND INTEREST IN CHEMISTRY IN OKENE

LOCAL GOVERNMENT

BY

AMOTO LASISI

K1017452

A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF

CHEMISTRY/MATH, SCHOOL OF SCIENCES IN PARTIAL

FULFILLMENT OF THE REQUIREMENT OF THE AWARD OF

N.C.E

9
 DECEMBER, 2023

TABLE OF CONTENTS

Content Pages

Title Page

Approval Page

Certification

Dedication

Acknowledgment

Table of Contents

List of Tables

Abstract

CHAPTER ONE: INTRODUCTION

Background of the Study

Statement of the Problem

Objectives of the Study

Research Questions

Null Hypotheses

10
Significance of the Study

Scope of the Study

Definition of terms

CHAPTER TWO: LITERATURE REVIEW

Conceptual Framework

Concept of Chemistry Education

Goals of Chemistry Education

Co-operative learning method

Organization and Implementation of Co-operative learning method

Methods Used to Teach Chemistry

Academic Achievement and Retention

Review of Related Empirical Studies

CHAPTER THREE: RESEARCH METHOD

Research Design

Population of the Study

Sample and Sampling Technique

Instrumentation

Validity of Instrument

Reliability of the Instrument

Data Collection procedure

Data Analysis procedure

CHAPTER FOUR: PRESENTATION OF RESULT

11
Presentation of Bio –Data Variables

Answering Research Questions

Testing Null Hypotheses

Summary of Major Findings

Results and Discussions

Summary of Findings of the Study

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY

Summary

Conclusions

Recommendations

References

Questionnaires

12
 ABSTRACT
The study examined the Effect of Co-operative learning method on Students‟
achievement in Chemistry in Secondary Schools in Okene L.G.A.Kogi State,
Nigeria. The study used quasi-experimental research design, 384 JSS II Students were
sampled. The study used Chemistry Achievement Test (SOSSAT), and Test of
Retention (TOR) as data collection instrument. The study answered five (5) research
questions and tested five (5) null hypotheses. The data analysis tools were t-test
Independent Sample, Cumulative Mean and Standard Deviation. The finding of the
study revealed that JSS II Students performed better when taught Co-operative
learning method compared to their counterparts taught Lecture Method. Therefore,
based on the findings of this research, it is recommended that the Co-operative
learning method is more effective with Students of Chemistry at Junior Secondary
School than Lecture Method. The Co-operative learning method is effective for both
Male and Female Students at JSS level and in Urban and Rural Schools. Based on the
above the study recommended the use of Co-operative learning method by Chemistry
Teachers in teaching JSS Students in Kogi State,Nigeria

13
 CHAPTER ONE
INTRODUCTION

1.1Background to the Study

Science plays a very important role in the development of any nation. Science is

a way of thinking in pursuit of understanding nature, a way of investigating and a

body of established knowledge (Aniodoh,2012). Science therefore is very crucial in

shaping the way we think, explore, generate and apply knowledge about our

environment. The importance of science in national development can hardly be over

emphasized, according to (Ivowi, 2013). The development of a nation depends largely

on the level of scientific and technological literacy possessed by the citizenry.

Infact, the development of critical thinking as a desirable educational outcome

requires teaching methods which help learners improving their ability in critical

thinking and increase their tendency to use such skills (Lampert, 2016). Therefore, the

teachers’ correct understanding of appropriate teaching methods and impactive factors

influence many motivational variables of learners such as tendency to think critically.

Chemistry Education is considered as necessary to be acquired at lower, middle

and upper basic Education. As provided by Federal Government of Nigeria in the

National Policy on Education that Secondary Schools.“ Shall teach basic subjects

which will enable pupils to acquire further knowledge and skills. Every student shall

14
offer a minimum of (10) and maximum of (13) subjects” (FGN 2004) these subjects

include Chemistry as a core subject among others.

To strengthen further the need for Chemistry in nation building, the Nigerian

Education Research and Development Council (NERDC) states six (6) objectives of

Chemistry to be achieved by young Nigerian citizens. At both the basic Education and

Junior Secondary levels as follows:

-Develop the ability to adapt to his or her changing environment.

-Become responsible and disciplined individual capable and willing to contribute to

the development of their societies.

-Inculcate the right types of values.

-Develop a sense of comprehension towards other people, their diverse culture, history

and those fundamental things that make them human.

-Develop the capacity to recognize the many dimensions of being human in different

cultural and social contexts

- Develop a sense of solidarity and sharing based on a sense of security in one’s own

identity.

In order to achieve these objectives some teaching strategies are developed in

order to ease teaching and learning at all educational levels the world over, these

15
strategies include Co-operative learning method, Aesthetic Value Strategy, Concept

Mapping Strategy, Individualistic Instruction Strategy and many others. These

Strategies have been confirmed by some research findings as effective. Aesthetic

Value and Cooperative Learning Strategies research on the effect on Primary Pupils

Chemistry Academic Performance Retention and Application in Okene Local

Government in Kogi State, shows that there is significant difference in the academic

achievement of primary school pupils taught Chemistry using Aesthetic Value

Strategy, Co-operative learning method and those taught using conventional method

(Sadauki 2012). In respect of this researchers pointed out that the techniques of

teaching delivered by most of our teachers especially in the Primary and Secondary

Schools is based on teacher-centered approaches, in which with the paradigm shift in

the teaching practice learner is expected to take part in the lesson through discussion,

sharing ideas, checking others work, use of materials and presenting finding by the

members of the group. According to Ololobou (2020) the main role expected to be

perform by a teacher is to move around group by group to support learners while they

are carrying out the activities during the lesson. The teacher can do this through guide,

clarification of instructions, supplying appropriate learning materials, as well as

recording the learners respond after activity, in turn making learners to understand the

lesson by summarizing what the learners‟ responses and relating with the content

(topic of discussion).

16
 As per above, teacher-centered approaches are considered ineffective due to the

facts that, it create little impact on learners Academic Achievement, because the

lesson is dominated by a teacher, talking to the learners where the learners remain

passively listeners and recipient of knowledge. There were little or no use of materials

by the learners, the learner’s level of abilities not taking into cognizance by the

teacher. It is believed that use of learner-centered approach make teaching and

learning more interesting, make the classroom environment lively, arouse learners

interest and sustained their interest and attention throughout the teaching and learning

process as a result of involving all learners in the lesson through pairs and group work,

learners of all abilities get opportunity to think, the teacher focuses on understanding

not just memorization and recall of fact. In the light of the above, the present study

seeks to investigate the effectiveness or otherwise of Co-operative learning method on

students‟ achievement and retention on Junior Secondary School Chemistry.

1.2 STATEMENT OF THE PROBLEM

Despite the vital role Chemistry plays in preparing students to study subjects

such as Government, History, Geography, Economics and Commerce at Senior

Secondary School level, it also developed and orients in learners high sense of respect

as well as acquisition of skills and competences necessary for self reliance, some

obstacles have been discovered in the study area by the present researcher. Which

includes mass examination failure, high drop-out rates, low level of students

engagement in classroom instruction, conventional classroom size are relatively large

17
ranging from 100 to 120 pupils in a class, unable to cover significant portion of

syllabus by many Chemistry teachers, some teachers give note for pupils to copy in

their exercise books to mention a few. The problem hinges on a determination of the

extent to which the employment of Co-operative learning method in teaching JSS

Students creates better academic achievement in Chemistry than the use of

conventional teaching method.

However, there is the need to use innovative teaching approaches that centers

on the learners to see if there will be improvement in their academic achievement and

retention in Chemistry. Sequel to above, the study investigates the “Effect of Co-

operative learning method on Students achievement in Chemistry in Secondary

Schools in Okene L. G. A Kogi State, Nigeria”

1.3 OBJECTIVES OF THE STUDY

 Find out the effect of Co-operative learning method on students‟ academic

achievement in Chemistry in Secondary Schools in Okene L. G. Kogi State

 Assess the effect of Cooperatives Learning Strategy and Conventional Teaching

Method on students‟ achievement of Chemistry in Secondary Schools.

 Examine the effect of Co-operative learning method and Conventional Teaching

Method on students‟ retention ability of Chemistry in Secondary Schools.

 Measure the effect of Co-operative learning method on Male and Female

students‟ achievement of Chemistry in Secondary Schools.

18
1.4 RESEARCH QUESTIONS

The following are the research questions that guided the study:

1. What is the difference in the mean achievement and retention scores of Students

taught Chemistry using Co-operative learning method?

2. What is the difference in the mean achievement scores of Students taught

Chemistry using Co-operative learning method and those taught using

Conventional Method?

3. What is the difference in the mean retention scores of students taught Chemistry

using Co-operative learning method and those taught using Conventional

Method?

4. What is the difference in the mean achievement scores of Male and Female

Students taught Chemistry using Co-operative learning method.

1.5 NULL HYPOTHESES

Based on the objectives of the study, the following Null Hypotheses were formulated

to guide the conduct of the study to be tested at p≤0.05.

HO1: There is no significant difference in the mean achievement and retention scores

of students taught Chemistry using Co-operative learning method.

HO2: There is no significant difference in the mean achievement scores of Students

taught Chemistry using Co-operative learning method and those taught using

Conventional Method.

19
1.6 SIGNIFICANCE OF THE STUDY

The study will be of benefit to Cross River State Ministry of Education as it will

help them understand the suitability and applicability of Co-operative learning method

in teaching Chemistry in Secondary Schools. Curriculum planners such as Nigerian

Educational Research and Development Council (NERDC) Cross River Educational

Research Development (KERD) 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.

1.7 SCOPE OF THE STUDY

The study which was conducted in all Secondary Schools in Okene L. G. A

Kogi State was aimed at investigating the Effect of Co-operative learning method on

Students’ Achievement in Chemistry in Secondary Schools in Okene L. G. A Kogi

State, Nigeria. Only Co-operative learning method and Conventional Method were

used for the study. Also JSS II Students was used throughout the study which lasted

for six (6) weeks

1.8 DEFINITION OF TERMS

20
Chemistry: Chemistry is a branch of science education which is the study of the

composition, properties and behavior of matter.

Cooperative Learning: an instruction method in which students work in groups

toward a common academic goal.

Competitive Learning: An instruction method in which students work against each

other independently to achieve a good grade.

21
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework

No one theory can explain or predict outcomes of Co-operative learning method;

however, some Educational Theories have direct impact and relationship with Co-

operative learning method to teaching and learning in the classroom. The behaviorally

oriented theory (BOT) and cognitively oriented theory (COT) are used in this study.

The first theory is behaviorally oriented theory: psychologists have developed

different learning theories to explain how learning takes place. For instance, Robert.

B.A Martins,L.J,John,W.W and Wilmer,L.J (2013), opine that central to all

behaviorally oriented teaming theories is the definition of learning as a change in overt

behavior. The child is born empty of psychological content. Behaviorists rely

exclusively on behavioral change as an indication of learning. Overt behavioral acts

such as starting pointing, writing and demonstrating are used as examples of

knowledge that has been acquired and can be measured. Perhaps the most descriptive

term in behaviorist learning theory is stimulus response (S-R)

Another psychologist, Gagne (2015), advocates that, before learning specific skills a

teacher should identify the prerequisite skills and make sure that the learners possess

them. He specified list of building blocks as a learning hierarchy. He classifies

22
learning in to eight and presents them in hierarchical order as follows:

a) Signal learning

b) Stimulus learning

c) Chain (Motor)learning

d) Chain (verbal association)

e) Multiple discrimination learning

f) Concept learning principle or role learning

g) Problem solving.

To strengthen Gagne‟s point of view about learning, Onyeargwu (2019) states that

stimulus response learning is seen as the function of the strength of the bond or

connection or association between a given stimulus and a given response (example

Thorndikean S-R conditioning experiment). Here the reinforcement is necessary if

the response becomes more precise in light of what Onyeargwu opines, the researcher

sees reinforcement as relevant to be employed in teaching Chemistry using Co-

operative learning method in order to improve Academic Achievement of Junior

Secondary School students as well as to improve their Retentive levels.

The second theory to support Co-operative learning method is cognitively oriented

theory: some psychologists such as Robert, Martins, John and Wilmer (2013) have

defined learning as an internal act, not as a simple change in overt behavior can

23
indicate that learning has occurred, much has been learnt that is not outwardly

expressible. Central to this theory is the influence of facts such as environment and

experience upon the development of cognitive structures in humans.

Considering the above, the researcher deduces that many psychologists have defined

learning in different perspectives. The psychologists formulate theories of learning

which can be grouped broadly as:

i) Behaviorally oriented theory(BOT)

ii) Cognitively oriented theory(COT)

Therefore, both theories (BOT and COT) need to be combined by a Junior

Secondary School Chemistry Teachers to improve both teaching and learning of

Chemistry. This research will also investigated whether the Junior Secondary School

students taught Chemistry using Co-operative learning method exhibited better

understanding than those taught using Conventional Method.

2.2 Concept of Chemistry Education

Chemistry is a natural development from man’s interaction and exploration of the

environment in which he lives. It concerns the concrete experiences man encounters as

he relates to the various aspects of his environment. It is therefore, not an abstractions

or a collection of theories and principles but rather a practical learning of coping

strategies against the backdrop of the problems and challenges man encounters in his

relationship with the environment. Through Chemistry Education man is equipped

24
with useful knowledge, practical skills, positive values and attitudes to be sufficiently

informed to tackle several problems and issues. The main purpose is to help teachers

develop the ability to adapt and contribute to the ever – changing environment. Thus,

Dubey, D. L. Woolfork, V.G and Nico Lick, L.J (2020), described Chemistry as the

investigation of human activities. It studies man at home, at work, at play in politics,

in the village, in the nation and everywhere he engages in his busy programme of

living. Still trying to buttress the central theme of man in the environment in

Chemistry Education Aina,N.F.Adeyoyin, F.A, Obilo, E. E. and

Ahmadu,US(2012),simply described it as the study of man and his totality.

They explained that Chemistry draws materials from a wide range of sources to relate

man to his environment for a more meaningful and active living.

Another useful explanation of the concept as provided by the African Social

Environmental Studies Programme(2014), stated that Chemistry is the integration of

Social Sciences and Humanities concepts for the purpose of promoting and practicing

effective problem – solving and decision making, citizenship skills on Social,

Political, and Economics issues and problems. This means that the primary purpose of

Chemistry Education is to help young people develop the ability to make informed and

reasoned decisions for the public good as citizen of culturally interdependent world. In

other words, in learning Chemistry there is a clarion call to responsible citizenship it is

not only a study but a way of living by which learners translate acquired information

and skills to affect and impact the environment in which they dwell positively.

25
 Therefore, Chemistry is the integrated study of man as he battles for survival in the

environment both physical and social. It promotes awareness, appreciation and

understanding of the reciprocal relationship between man and the environment. The

essence of studying Chemistry is to make out of learners, person who are responsive

and responsible citizens.

2.3 Goals of Chemistry Education

The general goals of Chemistry Education have been categorized in various ways

depending on the use in which the objectives is being employed,(Ololobou, 2010).

Reflective thinking goals: The utility value of any knowledge or information is the

ability of receiver of that information to digest it, analyze it and apply it in the solution

of problems, or in the creation of new knowledge through serious thinking. The ability

of new knowledge to be functional is a product of reflective thinking process.

Affective goals: This entails the ability to develop in the recipient of Chemistry

information, knowledge of content, positive values, attitudes and feelings. In fact, the

pervasiveness of negative values in Nigeria, valueless, disloyalty or unpatriotic

behavioral displays or acts, disrespect to cultural heritage, institutions of this country,

with dehumanization of humans lend import to this value goal-object of Chemistry

which in the context of Nigeria entail value crusade and the putting in place of a

systematized educational programme for value-re-orientation.

Citizenship transmission goals: This involves inculcating in the children socio-

26
civic competence and all what good citizenship entails. The attainment of this goal

makes a stable society with a minimum of maladaptive behaviors.

Pupil self-enhancement goals: The ultimate focus of these goals of Chemistry is to

equip the children with the psychological know-how to enable them feel committed to

their society, feel a sense of being worthy members of the society who are bound to

contribute to society development.

Socio-political activism goals: This goal intends to make the pupil/ student

clientele socio-political participant in his environment and who would resort to

constructive social criticism when need be.

Skills goals: By exposing children to Chemistry, they would acquire social

skills and work habits group work skills and intellectual skills, (Jarolimek,1986)

all of which would make for social sensitivity and participation, working

together with others, and participating in group affairs, and productively

employing one’s intellectual capabilities.

2.4 Co-operative learning method

Cooperative learning is a teaching strategy in which small teams, each with students

of different levels of ability, use a variety of learning activities to improve their

understanding of a subject. Each member of a team is responsible not only for learning

what is taught but also for helping teammates lean, thus creating an atmosphere of

achievement. Students work through the assignment until all group members

successfully understand and complete it.

27
Cooperative efforts result in participants striving for mutual benefits so that all group

members achieve the following:

 Gain from each other’s efforts. (Your success benefits me and my success

benefits you.)

 Recognize that all group members share a common fate (we all sink or swim

together here.)

 Perceive that one’s performance is mutually caused by oneself and one’s team

members. (we cannot do it without you.)

 Feel proud and jointly celebrate when a group member is recognized for

achievement. (we all congratulate you on your accomplishment.)

Why use cooperative learning?

Research such as of Adeyemi (2013), Sadauki (2012) and Ozocheroha (2019) have

shown that co-operative learning method:

 Promotes students learning and academic achievement.

 Increases students retention

 Enhances student’s satisfaction with their learning experiences.

 Helps students develop skills in oral communication.

 Develops student’s social skills.

28
 Promotes students self – esteem and

 Helps to promote positive academic retention.

Cooperative learning refers to students working together to achieve a common goal. In

addition to the usual learning goals, it includes the goal of establishing a co-

operative/helping relationship among participants (McCulluch,2015).

Below are generalizations designed to guide the use of cooperative learning strategies:

i- Organizing groups based on ability levels, should be done sparingly.

ii- Cooperative groups should be kept rather small in size. According to Lou,

(2016), “Small teams of three to four members seem more effective than larger

groups.”

iii- Cooperative learning should be applied consistently and systematically, but not

overused.

Any strategy can be overused and lose its effectiveness. Cooperative learning is

misused if assignments given to groups are not well structured, and students do not

have enough time to practice independently the skills and process that they must

master. (John Anderson, Lynne Reder and Herbert,2016).

In order to keep the group focused and on task, it is important for the group to divide

up roles and responsibilities. Roles can be identified in a variety of ways, but basically

there are four different types of responsibilities identified as:

29
a- Leader – makes sure everyone is on task, focused, and leads to consensus in a

diplomaticway.

b- Reporter – keeps track of discussions or decisions made by group and reports

those to class.

c- Monitor – makes certain the groups area stays clean and moves around the room

to collect any needed materials for the group.

d- Consensus Builder – help the group reach consensus and helps summarize

discussion in order to reach consensus.

e- Wild card – if there is a 5 th person, assists the leader in keeping the group

focused.

2.5 Organization and Implementation of Co-operative learning method

Listed below, with a brief description, are some of the more common techniques used

in cooperative learning.

Think – Pair – Share is a method that allows students to engage in individual and

small – group thinking before they are asked to answer questions in front of the whole

class. There are four steps to this, methods.

2.5.1 Step one – Group of four students listen to a question posed by the teacher.

2.5.2 Step two – Individual students are given time to think and then write their

responses.

30
2.5.3 Step three – Pairs of students read and discuss their responses.

2.5.4 Step four – A few students are called on by the teacher to share their thoughts

and ideas with the whole class.

This method can be very useful and works when teachers require students to formulate

hypothesis about the outcome of an experiment before it is done.

Three – Step interview is a strategy that is effective when students are solving

problem that have no specific right or wrong answers. Three problem solving steps are

involved in this process.

2.5.5 Step one – the teacher presents an issue about which varying opinions exist and

process several questions for the class to address.

2.5.6 Step two – the students in pairs, becomes the interviewer and the interviewee.

2.6 Methods Used to Teach Chemistry

Chemistry teachers use different discourse patterns in presentation of their work.

Yavoz (2021) carried out a study to investigate the effects of different teaching

methods on immediate and retained attitude towards Chemistry and the topic of

Chemistry achievement level of tenth grade students. The research was conducted on

120 tenth grade students and the topic selected was areas of polygonal regions. Quasi

experiment design was employed and yet purposely sampling was used to select the

120 students. The study did not have a control group but gave treatment to all the

sampled students. The data was analyzed by analysis of variance, two- way

31
classification. The results of the study revealed that the interest (attitude) level of

students taught by discovery method showed significantly higher attitudes towards

Chemistry than the students taught by lecture method. However the researcher didn’t

say how he controlled the other extraneous variables like high achievement in the

Chemistry test scores of the students, private coaching and hence validity of the results

is questionable.

Traditional instructional practices that center on teacher dominated pedagogy

predominates our schools (Changeiywo, 2021). The author observes that learning

activities in most secondary schools center on the textbook and past examination

papers. Linder (2020) argues that student’s perceptions of Chemistry may be affected

negatively by the way the subject is presented. The author observes that this applies to

all other subjects. Research on teaching behavior indicates that there are teaching

methods that influence student’s attitude more positively than others.

The author further argues that teachers, who made use of hands- on activities to

illustrate concepts in science and Chemistry, as indeed in other subjects as well,

helped the students develop a liking in those subjects (Linder, 2020). In his study

Wachanga (2014) argues that instead of imparting factual information, the teacher

should create situations where learners will ask questions, experiment and discover

facts and relationships. Information transmission pedagogy stifles intellectual

development because it weakens vigor and efficiency of thought.

The author further observes that the lack of curiosity and innovativeness evident in

many spheres of human endeavor all around us may be a reflection of the teaching

32
methods that dulled curiosity rather than nurturing it. Greater attention should be paid

to improving classroom aspects of teaching quality Wachanga (2014). Kochlar (2012)

reinforces this by arguing that teaching methods should nurture an environment of

students‟ creativity in learning. Students must learn how to use subject- matter

concepts in the solution of relevant problems Kochlar (2012)). The author argues that

only through this would the learners perceive the applicability of what they are taught

in school to situations of experience and this has a direct influence on attitudes

towards the content matter of the subject.

This study will attempt to investigate the predominant teaching methodologies,

which the teachers in various schools use to teach Chemistry. The study will attempt

to establish the relationships between the teaching methodologies and how they affect

attitude of the learners and the influence on performance in Chemistry at secondary

school level.

2.6 Academic Achievement and Retention

Academic achievement or (academic) performance is the outcome of education– the

extent to which a student, teacher or institution has achieve their educational goals.

Academic achievement is commonly measured by examination or continuous

assessment but there is no general agreement on how it is best tested or which aspect

is most importance. Academic achievement represents performance outcomes that

indicate the extent to which a person has accomplished specific goals that were the

focus of activities in instructional environments, specifically in school, college, an

33
University. School systems mostly define cognitive goals that either apply across

multiple subject area (e.g. critical thinking) or include the acquisition of knowledge

and understanding in a specific intellectual domain (e.g. numeracy, literacy, science,

history). Therefore, academic achievement should be considered to be a multifaceted

construct that comprises different domains of learning. Because of the field of

academic achievement is very wide ranging and covers a broad variety of educational

outcomes, the definition of academic achievement depends on the indicators used to

measure it. Among the many criteria that indicate academic achievement, there are

very general indicators such as procedural and declarative knowledge acquired in an

educational system, more curricular-based criteria such as grades or performance on

an educational degree and certificates.

In developed societies, Academic Achievement plays an important role in every

person’s life. Academic achievement as measured by GPA (Grade Point Average) or

by standardized assessments designed for selection purpose such as the SAT

(Scholastic Assessment Test) determines whether a student will have the opportunity

to continue his or her education (e.g. to attend a university). Therefore, academic

achievement defines whether one can take part in higher education, and based on the

educational degrees one attains, influences one’s vocational career after education.

Besides the relevance for an individual, academic achievement is of utmost

importance for the wealth of a nation and its prosperity. The strong association

between a society’s level of academic achievement and positive socioeconomic

34
development is one reason for conducting international studies on academic

achievement such as PISA (Programme for International Student Assessment)

administered by the OECD (Organization for Economic Cooperation and

Development). The result of these studies provides information about different

indicators of a nation’s academic achievement; such information is used to analyze the

strengths and weakness of a nation’s educational system and to guide educational

policy decisions.

Academic Achievement is important because it prepares Students for future careers;

it also allows Students to enter competitive fields. Academic Achievement is often a

sign of a refined intellect, which can help students in all areas of their lives.

As mentioned earlier, Academic achievement also allows students to enter

competitive fields. Those who wish to enter the medical field need a through

educational background in biology, and engineering certification requires adequate

educational credentials. Those to enter academia need strong academic achievement.

Academic achievement also shapes the minds of students. Knowledge about history

helps people interpret news events while Mathematical knowledge helps people learn

about mortgage and car loan. Critical thinking also helps people interpret the world

around them and colleges place an emphasis on teaching students how to work though

problems. While the lessons learned in class give students specific skills, the process

by which they learn this material and the original ideas they are ask to considered have

an effect on many aspects of their lives as well.

35
 Teachers and school administrations can measure students‟ academic achievement

through school – wide standardized tests, state – specific achievement tests and

classroom assessment. Standardized and state test enable educational professionals to

see school’s students are achieving in a variety of subjects compared to those at others

schools and geographical location. Classroom assessments enable teachers to see how

well students are learning concept for a specific class. Educational professional can

use standardized and state-specific test results to find gaps in achievement and make

plans to help students improve in the weakest domain or subject areas. Teachers can

use low-stakes assessments to examine learning as they are still teaching particular

concepts in a class, while they can use high-stakes assessments to measure academic

achievement after a learning period, such as class unit, has been completed.

Retention on the other hand, is the condition of retaining (keeping) something. “You

may be able to memorize facts in the short-term, but how well is your retention over

the long-term?” The ability to recall or recognize what has been learned or

experienced. The continued possession, use or control of learned knowledge. It

required for permanent magnet making, it should have the highest possible coercively

with a high retentively. Students can get the help and support they need, the students

achievement and retention (STAR) is design to increase and improve retention and

educational achievement, it provide a wide variety of service to help students achieve

academic success. Students receive assistance in identifying classes pertaining to their

major, keeping track of their academic progress, developing Chemistry skills, and

connecting with school resources.

36
2.5 Review of Related Empirical Studies

A lot of studies have been conducted in the attempt to evaluate the effect of co-

operative learning method approach to teaching and learning. The present study

attempts to investigate effect of Co-operative learning method on Student

Achievement in Chemistry in Junior Secondary School, Okene Kogi State, Nigeria. It

is aimed at identifying similarities and establishing differences in order to fill-in the

gabs left by other studies.

Adeyemi (2013) carried out an investigation on “the effect of cooperative learning

and problem-solving strategies on JSS Students, Achievement in Chemistry in Ife

central Local government Area of Osun State, Nigeria.” The design used for the study

was pre-test, post test control group non randomized quasi – experimental design. The

study made use of 150 students 80 Boys and 70 Girls that were selected using cluster

sampling from 3 schools. Three hypotheses were tested using analysis of variance

(ANOVA) and they were rejected the result of study revealed that JSS Students

performed better when they were taught with co-operative learning method.

The study used Chemistry achievement test (SOSAT) as data collection instrument.

As regards the achievement of boys and girls exposed to the different treatment

conditions, the Boys had higher achievement mean scores than Girls in the

Cooperative and Conventional strategies group while the Girls had an edge over the

Boys in problem solving strategy group. The investigation thus considers the use of

37
Co-operative learning method as the most suitable method for teaching Chemistry

hence it should be preferred. It is obvious from the result of the study that improved

teaching ability of Boys and Girls depend on the exposure to many teaching strategies.

Therefore, if we want improve Secondary School Boys and Girls teaching ability, we

have to embrace the Co-operative learning method in our Schools.

The current study and that of Adeyemi (2013) shares the following similarities:

i- They are both directed toward examining the effect of Co-operative learning method.

ii- The two studies employed quasi – experimental research design.

iii- The two studies used t-test statistic as a tool for data analysis.

iv- They both used 0.05 alpha.

However, the two studies differ in the following:

i- The current study centres on Okene, Kogi State as the population of the study while

that of Adeyemi (2013) has Osun State as the population of the study.

ii- The current study was conducted in (2015) while that of Adeyemi conducted his

research in the year (2013).

iii- The current study used concept of Communication while that of Adeyemi

(2013) used the concept of Culture as a topic of experiment.

Furthermore, Sadauki (2012) conducted a research on effects of Aesthetic Value and

Cooperative Learning Strategies on Primary pupils Chemistry performance, retention

38
and application in Okene Local government Kogi State Nigeria. Quasi – experimental

design involving pre-test post test 1; post test 2 and post test 3; was used. The

population consistent of 17,803 pupils. The sample of 141 pupils was used. Two

experimental groups and one control group were used for the study. Pupils in

experimental group 1 (EG 1) were taught using aesthetic value strategy, pupils in

experimental group 2 (EG 2) were taught using Co-operative learning method and

pupils in Control group were taught using Conventional Method. Three instruments

were used (Chemistry achievement test, test of retention and test of application). The

instruments were made reliable using test-retest method with the coefficients 0.68,

0.67 and 0.72 for the three test respectively.

39
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

Quasi-experimental Research design was used for the study. Specifically, this study

utilized equivalent comparison group designs. It is widely believed to be the most

commonly used Quasi – experimental design (Cook and Campbell, 2012). In its

simplest form, it requires a pre-test and post-test for a treated and comparison group.

The design was used because of its suitability to the demands of comparing two

teaching strategies; Co-operative learning method versus Conventional Method of

Teaching.

3.2 Population of the Study

The population of the study constituted all the Urban and Rural, Male and Female

Students in Secondary Schools who Study Chemistry in Kogi State, Nigeria. There are

(381) Junior Secondary School in the study area with grand total number of (95,852)

Students.

3.3 Sample and Sampling Technique

40
The study used quasi-experimental research design which dealt with Experimental and

Control groups. The researcher used Purposive Sampling Technique in selecting

Schools.

Intact Classes were used, the Researcher used Simple Random Sampling in selecting

an intact Class from arms of Classes in each Sampled School, this Sampling Procedure

is a method which ensure that each Class in the population has an equal or non-chance

of been included in the Sample.

190 respondents were sampled for the study.

3.4 Instrumentation

The study used Chemistry Teacher – made tests Titled Chemistry Achievement Test

(SOSAT), and test of Retention (TOR) as instruments of the study for the purpose of

testing the Academic Achievement of Students in the study after undergoing a set of

instruction. The Students were subjected to pre-test and post-test after exposing them

to Co-operative learning method and Conventional Method of Teaching. The

outcomes of the teacher – made tests in the form of test scores were subjected to

statistical analysis to determine cause and effects relationship between the variables.

Test of Retention (TOR) which was made equivalents to Chemistry Achievements

Test (SOSAT) was administered to the treatment and control groups in each school

two weeks after (SOSAT) to determine retention ability of the students; but the items

were made to look different from those of (SOSAT) through re- shuffling and change

41
of some words. The numbers of items are the same as the ones in (SOSAT).

3.4 Validity of the Instrument

The contents of the Chemistry Achievement Test (SOSAT) and those of Test of

Retention (TOR) was made valid by the following experts:

These experts examined instructional materials and the vocabulary used in making the

two tests their different, relevant and useful.

3.5 Reliability of the Instrument

The Cronbach‟s Alpha reliability test retest formula was used to determine reliability

co-efficient 0f 0.57 and standard Alpha of 0.61. This reliability co-efficient was

considered adequate for the internal consistency of the instrument. This was a

confirmation of test of reliability by Danjuma and Muhammad (2011). According to

them an instrument will be considered reliable if it is lies between 0 and 1 and the

closer the calculated reliability co-efficient is to 1, the more reliable is the instrument.

This is therefore, confirms the reliability of the data collection instrument that will be

used as fit for the main work.

3.6 Data Collection Procedure

The researcher received letter of introduction from the Arts and Social Science

Education Department, college of education technical, Kabba. This enabled the

researcher to obtained official data needed for the study. Further, the letters of

introduction was forwarded to the schools that fall under the study sample. It was

42
aimed at introducing the researcher and the study motives and as a means of soliciting

for official permission and co-operation to utilize students for the study.

Furthermore, the researcher and the research Assistant used Chemistry lesson

periods for JSS II in the sampled schools to pretest the selected students using the

designed teacher – made test and after treatment post test and then after two weeks test

of retention. This is aimed as ascertaining the students‟ prior knowledge on the topics

or the test items. The researcher utilized another Chemistry lesson period to teach the

Control group an instructional package from JSS II syllabus (Communications); this is

the post-test for the compassion group. The test papers were marked over (100). The

test scores for the pre and post tests for both groups were then collected for

comparison sake using appropriate statistical procedure. The whole data collection

procedures lasted for six (6) weeks.

3.7 Data Analysis Procedure

For analysis of the data collection, using (SOSAT) and (TOR) Chemistry

Achievement Test and Test of Retention respectively, Descriptive Statistics, Mean and

Standard Deviation was used to answer the research questions. While for testing the

null hypotheses, t-test was used at 0.05 level of significance.

43
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Presentation of Bio -Data Variables

Table 1.Frequency Distribution of Respondents by Group

Treatment Groups Frequency Percent

Co-operative learning method 192 50.0

Lecture method 192 50.0

Total 384 100.0

According to the table above, 192 of the Students representing 50% were used as

experimental group and were taught be way of Co-operative learning method while

the remaining 192 students representing 50% were used as Control Group and were

taught with lecture method. This shows that the number of students sampled for the

study in both the experimental and control groups were the same. This was aimed at

ensuring balanced representations.

44
Table 2. Distribution of respondents by gender

Treatment Groups Frequency Percent

Male 194 50.52

Female 190 49.48

Total 384 100.0

Based on the table above, 194 of the students used for the study representing 50.52%

were male while the remaining 190 students representing 49.48% female. This shows

that the distribution of the respondents based on gender was almost the same. This was

aimed at ensuring equity and balanced outcome.

4.2 Answering Research Questions

Research question 1: What is the difference in the mean achievement and retention

scores of students taught Chemistry using co-operative learning method in Secondary

Schools in Okene L. G. Kogi State?

45
Table 3: Means and Standard Deviations on achievement and retention scores for

Chemistry among students in Experimental Schools

Test Mean N Std. Deviation Mean difference

Pair 1 achievement 63.91 192 14.806 -.13

Retention 64.04 192 12.698

Source: Statistical Package for the Social Sciences (SPSS) output

Result indicated in Table 3 showed that the mean achievement scores (M=63.91,

SD=14.806) was less than the mean retention scores for experimental group

(M=64.04, SD=12.698). The difference in the mean achievement and retention scores

of the experimental group was -0.13 in favour of the retention test. This showed that

there was very little difference between the mean achievement and retention scores of

JSS students when exposed to the cooperative learning method in Kogi State.

Research question 2: What is the difference in the mean achievement scores of

students taught Chemistry using co-operative learning method and those taught using

conventional method in Secondary Schools in Okene L. G. A Kogi State?

Table 4: Means and Standard Deviations for achievement scores of experimental

and control groups

46
 Group N Mean Std. Deviation Mean difference

Score 1 experimental 192 63.91 14.806 23.411

2 control 192 40.49 16.046

Source: Statistical Package for the Social Sciences (SPSS) output.

Result indicated in Table 6 showed that the mean achievement scores for experimental

group was (M=63.91, SD=14.806) was high than the mean achievement scores

forcontrol group (M=40.49, SD=16.046). The difference in the mean achievement

scores of the experimental and control group was 23.411 in favor of the experimental

group. This showed that there was a difference between the mean achievement scores

of JSS students when exposed to the cooperative learning method and the

conventional teaching method in Kogi State.

Research Question 3: What is the difference in the mean retention scores of students

taught Chemistry using co-operative learning method and those taught using

conventional method in Secondary Schools in Okene L. G. A Kogi State?

Table 4: Means and Standard Deviations on Chemistry retention scores for

Experimental and Control groups

Group N Mean Std. Deviation Mean difference

Score 1 experimental 192 64.04 12.698 37.266

47
 2 control 192 26.77 8.576

Source: Statistical Package for the Social Sciences (SPSS) output

Result indicated in Table 7 showed that the mean retention scores for experimental

group was (M=64.04, SD=12.698) was high than the mean retention scores for control

group (M=26.77, SD=8.576). The difference in the mean retention scores of the

experimental and control group was 37.266 in favour of the experimental group. This

showed that there was a difference between the mean retention scores of JSS students

when exposed to the cooperative learning method and the conventional teaching

method in Kogi State.

48
Research question 4: What is the difference in the mean achievement scores of male

and female students taught Chemistry using co-operative learning method in

Secondary Schools in Okene L. G. A Kogi State?

Table 5: Means and Standard Deviations on Chemistry achievement for male and

female students in Experimental group

Sex N Mean Std. Deviation Mean difference

Ascore 1 male 97 63.28 14.525 -1.250

2 female 95 64.53 15.132

Source: Statistical Package for the Social Sciences (SPSS) output

Result indicated in Table 8 showed that the mean achievement scores for males was

(M=63.28, SD=14.525) was less than the mean achievement scores for

females(M=64.53, SD=15.132). The difference in the mean achievement scores of the

males and females was -1.250 in favour of the females. This showed that there was a

difference between the mean achievement scores of males and females JSS students

when exposed to the cooperative learning method in Cross River State.

49
4.3 Testing Null Hypotheses

Null hypothesis 1: There is no significant difference in the mean achievement and

retention scores of students taught Chemistry using co-operative learning method in

Secondary Schools in Okene L. G. A Kogi State.

To test whether there is a significant difference in the mean achievement and retention

scores of the groups, a repeated measure t-test analysis was carried out and Table 10

presented the results.

Table 6: Repeated measures of t-test on achievement in Chemistry among

students in Experimental Schools

Std. Std. Error

Group
NMean Deviation Mean T df p-value Remark
achievement 192 63.91 11.226 .810 -.161 191 .872 Not
–
192 64.04 significant
retention
Source: Statistical Package for the Social Sciences (SPSS) output

Results presented in Table 6 showed that there was no significant difference between

the mean achievement and mean retention scores of JSS Students‟ taught Chemistry

using co-operative learning method as supported by t cal=-.161 at df=191,

p=0.872>0.05. The result indicated that there was no significant difference in the

mean achievement scores and mean retention scores of the Students on Chemistry

50
among Junior Secondary School Students‟; hence the null hypothesis which says no

difference is retained.

Null hypothesis 2: There is no significant difference in the mean achievement scores

of students taught Chemistry using co-operative learning method and those taught

using conventional method in Secondary Schools in Okene L. G. A Kogi State.

To test whether there is a significant difference in the mean achievement scores of the

groups, an independent samples t-test analysis was carried out and Table 6 presented

the results.

Table 7: Independent samples t-test for Chemistry achievement scores for

Experimental and Control groups

Group N Mean T Df p-value Remark

Experimental 19263.91 14.858 382 .000 Significant

Control 192 40.49

Source: Statistical Package for the Social Sciences (SPSS) output

Results presented in Table 7 showed that there was significant difference between the

mean achievement scores of JSS Students‟ taught Chemistry using co-operative

learning method and those taught using conventional teaching method as supported by

tcal=14.858 at df=382, p=0.001<0.05. The result indicated that there was significant

difference in the mean achievement scores on Chemistry among Junior Secondary

School Students‟; hence the null hypothesis which says no difference was rejected.

51
4.4 Summary of Major Findings

i. There was no significant difference in the mean achievement scores and retention

scores of students taught Chemistry using Co-operative learning method as the mean

achievement scores was 63.91 and mean retention ability scores was64.04.

ii. Co-operative learning method has significance impact on Students Academic

Achievement as the mean Academic Achievement of the Cooperative Learning group

was 63.91 and that of the lecture method group was 40.49.

iii. Co-operative learning method has also significant impact on Students retention

abilities as the mean retention ability of the Cooperative Learning was 64.04 and that

of lecture method group was26.77.

4.5 Results and Discussions

Result of hypothesis one shows that there was no significant difference in the mean

achievement scores and retention scores of Students taught Chemistry using Co-

operative learning method as the mean Achievement scores was 63.91 and mean

retention ability scores was 64.04. This implies that there was no significant difference

between mean achievements and mean retention scores when Chemistry taught with

Co-operative learning method.

Result of hypothesis two shows that Co-operative learning method has significance

impact on Students Academic Achievement as the mean Academic Achievement of

the Cooperative Learning group was 63.91 and that of the lecture method group was

40.49. This implies that Co-operative learning method has significant impact on

52
Students Achievement more than Conventional method.

Result of hypothesis three shows that Co-operative learning method has also

significant impact on Students retention abilities as the mean retention ability of the

Cooperative Learning was 64.04 and that of lecture method group was 26.77.

The outcome of hypothesis four shows that there was no significant difference

between the mean Academic Achievement of Male and Female Students taught

Chemistry with Co-operative learning method. This implies that sex does not have

significant impact on the Academic Achievement of Students when taught with

Cooperative Strategy. In addition, there calculated mean Academic Achievements

were 63.28 and 64.53 for Male and Female Students respectively.

The result of hypothesis five shows that there was no significant difference between

the Academic Achievement of Urban and Rural Students who were taught with Co-

operative learning method. Moreover, calculated mean Academic Achievements were

63.28 and 64.53 for Urban and Rural Students respectively.

The lecture approaches are considered ineffective due to the facts that, it creates little

impact on learners‟ academic achievement, because the lesson is dominated by a

teacher, talking to the learners where the learners remain passively listeners and

recipient of knowledge. There were little or no use of materials by the learners, the

learners level of abilities where not taking into cognizance by the teacher. It is

believed that use of co-operative learning method make teaching and learning more

interesting, make the classroom environment lively, arouse learners interest and

sustained their interest and attention throughout the teaching and learning process as a

53
result of involving all learners in the lesson through group work, learners of all

abilities get opportunity to think, the teacher focuses on understanding not just

memorization and recall of fact.

54
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The study examined the Effect of Co-operative learning method on Student’s

Achievement in Chemistry in Secondary Schools in Okene L. G. A Kogi State,

Nigeria. The study was guided by five chapters, chapter one of the study

accommodated five objectives, five research questions and five hypotheses. Chapter

two dealt with review of related literatures that have direct bearing to this study.

Chapter three dwells on the methodology of the study while chapter four is on data

presentation and analysis and chapter five is on the conclusive aspect of the work.

However, the study used the Schools as follows: Government Junior secondary school,

Adagu , Government Junior secondary school,Ogaminana. Race course were used as

Experimental Group; and the selected Students were taught using Co-operative learning

method. While Government Junior Secondary School,Kabba-Junction and Government

Junior Secondary School, Eika were “Controlled” and the Students were taught

through Lecture Method, using JSS II Students.

The review further identifies some of the gaps between the current study and those

reviewed with the current seeks to fill.

Furthermore, quasi-experimental research design was used. The study used Purposive

Sampling Technique to choose the participating Schools for the Experimental. The
study also used Chemistry Achievement Test (SOSAT) and Test of Retention (TOR).

The instrument was validated by Supervisors and Statisticians for content and face

validity. The study pilot tested the instrument and they were satisfied statistically as fit

for the main work.

However, the study used mean and standard deviation and independent sample t- test

as data analysis instruments. The study however discovered the following:

i- There was no significant difference in the Mean Achievement Scores and Retention

Scores of Students taught Chemistry using Co-operative learning method as the Mean

Achievement Scores was 63.91 and Mean Retention ability Scores was64.04.

ii- Co-operative learning method has significance Impact on Students Academic

Achievement as the Mean Academic Achievement of the Cooperative Learning group

was 63.91 and that of the Lecture Method group was40.49.

5.2 Conclusions

Therefore, based on the findings of this research, it is concluded that the Co-operative

learning method is more effective with Students of Chemistry at Junior Secondary

School level than the Lecture Method. The Co-operative learning method is effective

for both Male and Female Students at Junior Secondary School level and at Urban and

Rural Schools.

The concept of Co-operative learning method has become popular and influential in
Education at all levels. It is being seen as an important delivery character of

Education. However, the learning process has to be designed by the Educational

Institutions keeping in view the requirements and the conveniences of the learners.

The intermediate technologies used by the institution in imparting Education help in

overcoming the space and time limitations and design flexible Education processes

based on the learning needs.

5.3 Recommendations

The following recommendations are hereby put forward based on the findings of the

study:

a) Co-operative learning method should be encouraged among the Chemistry

teachers in Kogi state as this method produce effective Academic Achievement and

Retention abilities among Junior Secondary School Students compared to teacher-

centered approach.

b) The use of Co-operative learning method in teaching Chemistry should

encourage in co-educational Secondary Schools in the study area. This is because Co-

operative learning method is effective with Students of both sexes as indicated by the

study findings.

c) Similarly, Co-operative learning method should be used by Teachers in

Chemistry lessons in all localities as the findings of this study indicated that the

approach is effective in teaching Chemistry Students both in Urban and Rural areas in

Kogi State.
d) Modern Chemistry instructional materials should be provided in Secondary

Schools to insure effective teaching and learning.

e) Workshops should be organized for Secondary Schools Teachers to strengthen

the need for using teaching strategies so as to do away with the Teacher Centered

Approach un-interactive and fear-instilling.

f) Chemistry teacher should receive feedback from pupils at regular intervals to portray

the effectiveness or otherwise of the instructional procedures.

REFERENCES

Abdulkareem, Y.A. (2016). “A Study of Chemistry and Students perception of

Chemistry and Teaching Method in Chemistry in Selected Grade III Teachers‟
College in Northern Nigeria”. M.Ed Thesis. A.B.U Zaria

Abinbade, A (2019). Principles and practice of educational Technology.Internal

publishers limited.

Adeoti, S.A (2021). The Role of Teacher Towards a meaningful Chemistry instruction
in Nigerian schools. Teachers Education today. Journal of committee of
provosts of colleges of Education 1(1) 24 – 30

Adesina, (2021). some aspect of school management. Ibadan: Educational Industries

limited.

Adeyemi, Y.A. (2013). An Investigation on the effect of co-operative learning method

and problem – solving strategies on JSS students Achievement in social students
in Ife central local government area of Osun state, Nigeria.M.Ed Thesis A.B.U
Zaria.

African social and environmental studies programme ASESP (2014). Chemistry

curriculum and Teaching resources Book for Africa. Kenya.

Aina, N.F Adeyoyin, F.A; Obilo, E.E and Ahmadu, U.S (1982) Chemistry; A Book on
Methodology Ibadan: Evans BrothersLtd.

Bakre, A. (2013). Recurrent Issues in Nigerian Education. Zaria: Tamaza publishing

Co. Ltd.

Bichi, Y.M. (2014). Introduction to research method and statistics. Cross River:
Debis-co. press and publishing com.
Carbin, H. (2021). Methods of Teaching Chemistry in NERC; the concept and scope
of Chemistry Education for schools and collages. Ibadan: Onibonje
publisherLtd.

Carbin, H. (ed 2018). Chemistry method for Teachers. Lagos: Nigerian Educational
Research council.

Childhood-usa.org talent individual network.com

Cooperative learning centre (2020).The cooperative learning centre at the University

of Minnesota onlinehttp://www.clcrc.com/indetc#essays.

Cross River: Jaleyemi General enterprises.

DanjumaA.andMuhammed U.M (2011) Chemistry research methods:

KadunaCAPHC.

Davil and Roger Johnson. Cooperative learning (online) 15 October, 2021

Dubey, D.L,Woolfork.V.G and Nicolick L.J.(2020).Chemistry methods for Nigerian

Teachers: learning activities. Ibadan: University press Ltd.

Federal Republic of Nigeria: Federal Ministry of Education (2014).Lagos federal

Ministry of information printing Division.

Gagne, R.M (2015).The condition of learning.(4th-Edition) New York: Rinchart&

Winston.

https://on.m.wikipedia.org/.../Academic achievement Last reviewed: 04 June,2015

Jarolimek, J.(2016) Chemistry in Elementary Education. 9 th EditionNew York
Macmillan.

Johnson, D.W & Johnson R.T. (2019). Learning together and alone: Cooperative,
competitive and individualistic learning. Boston, M Allyn&Bacom
Kadiri, K. (2014). Strategies and Techniques for Teaching Chemistry In Ololobou, Y.
P. S. (ed) Chemistry for effective citizenship. Cross River Zaria Collective

McCulloch, John. Lickona’s Curriculum for cooperation. ETHICS IN EDUCATION

4 (May 1985): 12 – 15.

Mezieobe, K. (2018). Chemistry teaching methods and Techniques in Joof, J.W and
Amadi, H.C (eds) Chemistry teaching method and Techniques: Approaches and
perfective Onisha: outrite publishers.

Meziobi, K.A (2013). Chemistry curriculum Owerri: Whyte publishers.

National Teachers Institute (2019). Manual for re-training of primary school Teachers
MDG protect Kaduna: NTI press.

NERDC. (2016). 9 Year Basic Education Curriculum: Chemistry for Junior

Secondary 1-3.

Okam, C.C. (2012). Readings in Chemistry curriculum in Nigeria: Jos: deka

publications.

Ololobou, C. O, (2010), Methodological Approaches in Chemistry education.

Ololobou, C.O. (2018). Using Action Teaching Techniques and Strategies in Teaching
primary school Chemistry. Federal College of Education, Cross River.

Onyeargwu, P.O. (2019). Effect of Gagnes’s signal learning and stimulus Response
learning on students’ learning outcome in Chemistry.Unilorin Press P.M.B
1515 mini campus University of Ilorin.

Ozokeraha, C.F. (2019). Co-operative learning method for effective problem solving
in Chemistry.Journal of Chemistry Association of Nigeria. 34 (1), Pp 25 – 28.

Paul Chance. (2014). learning and behavious.Books / Pacific Grove Calif.Cole

publishing co.
 QUESTIONNAIRE

Dear Respondents,

I am a student of the above named institution carrying out research on the topic

“Effect of co-operative learning method on Academic Achievement of secondary

school students in Okene L. G. A Kogi State’. The information provided to enable me

accomplish this task shall be treated confidentially.

Thanks for your cooperation.

63
INSTRUCTION

Please, kindly indicate your answer by ticking like ( ) on the appropriate

column that contains the option suitable to you. Only one tick is required for any of

these questions.

1. What method of learning do you learn with

Co-operative learning method

Lecture method

2. Gender

Male

Female

CHEMISTRY ACHIVEMENT TEST

Use the following information to answer question 1.

51 55 61 66 71 77 81 88

64
 1. How many of the square roots shown above have a value that is
between7.8and8.8?

A. 2
B. 3
C. 4
D. 5

Use the following information to answer numerical-

response question1.

Members of a recreation centre pay a one-time registration fee in addition to a fixed

monthly fee of $15. The following table shows the total amount paid to be a member of
the centre for a certain number of months.
Number of Total Amount
Months Paid
4 $135
6 $165
12 $255

Numerical Response

1. According to the information above, what is the cost of the one-time

registration fee?Answer:dollars

(Record your answer in the numerical-response section on the answer sheet.)

65
 Use the following information to answer question2.

The 2-D shape shown below is rotate d about its centre.

2. What are the order of rotational symmetry and the angle of rotation of the 2-D shape?

Order of
Ro rotational Angle of
w rotation
symmetry
A. 1 180°
B. 1 360°
C. 2 180°
D. 2 360°
 Use the following information to answer question 3.

Two students ,Robert and Jacob, simplify the expression3(x2+4x–1)–(2x+5),as shown

below.

Rober Jacob
t
2
Step1 =3x + 12x– 3– (2x+5) =3x2+ 12x– 1– (2x+5)
Step2 = 3x2+12x–3–2x+ 5 = 3x2+12x–1–2x– 5
Step3 =3x2+10x+ 2 =3x2+10x– 6

3. The first error made in the simplification of the expression shown above was made by

A. Robert in Step 1
B. Jacob in Step 1
C. Robert in Step 2
D. Jacob in Step 2

Use the following information to answer question4.

As quare carpet covers37.5% of the floor area of a rectangular room,as shown below.
4. What is the side length of the carpet shown above?

A. 7m
B. 6m
C. 5m
D. 4m
 Use the following information to answer question5.

An inequality is shown on each number line below.

5. Which expression represents the values(n) that are part of both inequalities?

A. –1 n  1

B. –1 n < 1

C. –1 <n  1

D. –1 <n < 1

Use the following diagram to answer numerical-response

question2.
Numerical Response

2. How many lines of symmetry does the diagram shown above have?

Answer: lines

(Record your answer in the numerical-response section on the answer sheet.)

 Usethefollowinginformationtoanswerquestion6.

Four-sided Polygons

6. Which of the polygons above is proportional to the shaded rectangle?

A. 1
B. 2
C. 3
D. 4

Use the following information to answer question7.

A teacher placed a cafeteria coupon in only one of three differently coloured envelopes.
A randomly selected student was asked to choose one of the three envelopes. The student
chose the red envelope because red was his favorite colour.

7. The student’s decision was based on

A. Subject judgment
B. Theoretical probability
C. Experimental probability
D. Mathematical calculation
 Use the following information to answer question 8.

In the diagram below,x represents the approximate distance across a circular lake.

8. What is the approximate area of the lake, to the nearest square kilometer?

A. 599km2
B. 272km2
C. 150km2
D. 68km2

Numerical Response

3. If(x3)2÷x4=144,then what is the whole number value of x?

Answer:
(Record your answer in the numerical-response section on the answer sheet.)