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Effects of cooperative learning style on students' academic achievement and laboratory proficiency in biology in some rural schools in Ethiopia

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Document pages: 10 pages

Abstract: The main purpose of this study is to evaluate the impact of cooperative learning methods on students academic achievement and biological laboratory ability. The quasi experimental control group intermittent time series design was used. Data on these variables were obtained from 369 students and 18 biology teachers in three schools. A series of biological tests and semi-structured questionnaires were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semi-structured questionnaires were used to understand the factors hindering the continuous implementation of CL. Therefore, multivariate analysis showed that there was no significant () difference in pretest scores of learners academic performancermance; however, there were significant differences () in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest and posttest () results of the students’ laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

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