Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools
The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the a...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
RU Publications
2021
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/09505db0d03b405cab1fa01fdda70acb |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
oai:doaj.org-article:09505db0d03b405cab1fa01fdda70acb |
|---|---|
| record_format |
dspace |
| spelling |
oai:doaj.org-article:09505db0d03b405cab1fa01fdda70acb2021-11-11T08:19:08ZEffect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools2165-871410.12973/eu-jer.10.4.2079https://doaj.org/article/09505db0d03b405cab1fa01fdda70acb2021-10-01T00:00:00Z https://eu-jer.com/EU-JER_10_4_2079.pdf https://doaj.org/toc/2165-8714The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.Aimable Sibomana*Claude KaregeyaJohn SentongoRU Publicationsarticleacademic achievement basic education chemistry education cooperative learning secondary schools in rwanda.EducationLENEuropean Journal of Educational Research , Vol 10, Iss 4, Pp 2079-2088 (2021) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
academic achievement basic education chemistry education cooperative learning secondary schools in rwanda. Education L |
| spellingShingle |
academic achievement basic education chemistry education cooperative learning secondary schools in rwanda. Education L Aimable Sibomana* Claude Karegeya John Sentongo Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| description |
The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p<.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement. |
| format |
article |
| author |
Aimable Sibomana* Claude Karegeya John Sentongo |
| author_facet |
Aimable Sibomana* Claude Karegeya John Sentongo |
| author_sort |
Aimable Sibomana* |
| title |
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| title_short |
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| title_full |
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| title_fullStr |
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| title_full_unstemmed |
Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools |
| title_sort |
effect of cooperative learning on chemistry students’ achievement in rwandan day-upper secondary schools |
| publisher |
RU Publications |
| publishDate |
2021 |
| url |
https://doaj.org/article/09505db0d03b405cab1fa01fdda70acb |
| work_keys_str_mv |
AT aimablesibomana effectofcooperativelearningonchemistrystudentsachievementinrwandandayuppersecondaryschools AT claudekaregeya effectofcooperativelearningonchemistrystudentsachievementinrwandandayuppersecondaryschools AT johnsentongo effectofcooperativelearningonchemistrystudentsachievementinrwandandayuppersecondaryschools |
| _version_ |
1718439281364566016 |