1.1 Introduction
Cooperative learning is an instructional strategy in which students work together in small groups to achieve shared learning goals, with each member contributing to and benefiting from the group's efforts (Johnson, Johnson, & Holubec, 2013). In the context of science education, cooperative learning is recognized for its potential to enhance students' understanding, academic achievement, and interest in subjects that are perceived as difficult, such as chemistry (Slavin, 2014). Chemistry, as a core science subject, is essential in developing students' analytical, critical thinking, and problem-solving skills. It provides foundational knowledge for further studies in science, technology, engineering, and mathematics (STEM) fields. However, students often perceive chemistry as abstract, challenging, and uninteresting, which negatively affects their motivation and academic performance (Oloyede, 2014).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
In Nigeria, the integration of cooperative learning in secondary schools has been relatively recent, with studies focusing on its effects on students' performance in mathematics and science subjects. Nwosu (2017) stated that cooperative learning significantly improves students' achievement and interest in science subjects, particularly when compared to conventional teaching methods. Similarly, Afolabi (2015) affirmed that students exposed to cooperative learning strategies are more motivated, exhibit higher retention of knowledge, and participate more actively in lessons. Despite these positive findings, the adoption of cooperative learning in chemistry classrooms in Ebonyi State, especially in the Abakaliki Education Zone, remains limited. Many teachers continue to rely on teacher-centered approaches, which restrict students' interaction and engagement in the learning process.
According to Slavin (2014), cooperative learning involves structured group activities where students are held individually accountable for their contributions while working together to achieve a shared learning goal. Over the decades, it has been applied in various educational contexts worldwide, demonstrating significant improvements in academic achievement, motivation, and interpersonal skills (Slavin, 2014). In the field of science education, researchers have emphasized the importance of instructional strategies that encourage active participation.
Oloyede (2014) reported that traditional approaches to teaching chemistry, which often focus on rote memorization and passive learning, are major factors contributing to students' poor performance and lack of interest. Conversely, cooperative learning strategies provide opportunities for students to discuss ideas, solve problems collectively, and support one another's understanding, which enhances learning outcomes. Akpan and Igwe (2016) asserted that cooperative learning promotes peer-assisted learning and fosters positive attitudes toward challenging subjects like chemistry (Akpan and Igwe, 2016).
Chemistry is a vital branch of science that plays a significant role in the intellectual development of students and in fostering critical thinking, analytical skills, and problem-solving abilities. According to Oloyede (2014), students often perceive chemistry as abstract and difficult, which negatively impacts their academic performance and interest in the subject. On the other hand, cooperative learning is a teaching strategy that emphasizes collaboration, interaction, and shared responsibility among learners. Slavin (2014) asserted that cooperative learning promotes better understanding of concepts, encourages active participation, and enhances students' motivation and academic achievement. Johnson, Johnson, and Holubec (2013) stated that students who work cooperatively are more likely to develop positive attitudes toward learning, improve communication skills, and retain knowledge more effectively than those taught using conventional methods.
Researchers have also reported that cooperative learning fosters peer support, reduces anxiety in learning complex topics, and creates a more dynamic and interactive classroom environment (Nwosu, 2017). Furthermore, Afolabi (2015) affirmed that when students are given the opportunity to collaborate in solving problems and discussing ideas, their interest and performance in science subjects, including chemistry, improve significantly. Some scholars contend that integrating cooperative learning into chemistry instruction addresses both cognitive and affective learning domains, thereby enhancing overall educational outcomes (Eze, 2018). This study is set against the backdrop of improving students' academic performance and interest in chemistry through the implementation of cooperative learning strategies in the Abakaliki Education Zone of Ebonyi State.
1.3 Statement of Problems
Investigation revealed that traditional teaching methods that rely heavily on lectures and rote memorization are widely used in the Abakaliki Education Zone of Ebonyi State (Akpan & Igwe, 2016). Students' poor performance in chemistry examinations is attributed to inadequate teaching strategies that fail to engage learners meaningfully and practically. On the other hand, cooperative learning strategy is an instructional approach that is recognized for promoting student engagement, enhancing understanding, and improving academic achievement (Slavin, 2014).
Furthermore, teachers' inability to implement innovative strategies such as cooperative learning further exacerbates the problem. Consequently, students miss opportunities to develop critical thinking, problem-solving, and social skills that cooperative learning fosters. It is against this backdrop that this study seeks to investigate the impact of cooperative learning strategy on students' achievement and interest in chemistry in the Abakaliki Education Zone of Ebonyi State.
1.4 Aim and Objectives of Study
The aim of this study is to examine the impact of cooperative learning strategy on students' achievement and interest in chemistry in the Abakaliki Education Zone of Ebonyi State. To achieve this aim, the study has the following objectives:
- To determine the effect of cooperative learning strategy on students' academic achievement in chemistry.
- To examine the influence of cooperative learning strategy on students' interest in chemistry.
- To compare the performance and interest levels of students taught using cooperative learning strategy with those taught using conventional methods.
- To provide recommendations for teachers and educational stakeholders on effective instructional strategies in chemistry education.
1.5 Research Questions
Based on the objectives stated, the research will seek to answer the following questions:
- What is the effect of cooperative learning strategy on students' academic achievement in chemistry?
- How does cooperative learning strategy influence students' interest in chemistry?
- Is there a significant difference in the performance and interest levels of students taught using cooperative learning strategy compared to those taught using conventional methods?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of cooperative learning strategy on students' achievement in chemistry in the Abakaliki Education Zone of Ebonyi State.
- H1: There is a significant effect of cooperative learning strategy on students' achievement in chemistry in the Abakaliki Education Zone of Ebonyi State.
Hypothesis Two
- H0: Cooperative learning strategy has no significant effect on students' academic achievement in chemistry.
- H1: Cooperative learning strategy has a significant effect on students' academic achievement in chemistry.
Hypothesis Three
- H0: Cooperative learning strategy does not significantly influence students' interest in chemistry.
- H1: Cooperative learning strategy significantly influences students' interest in chemistry.
Hypothesis Four
- H0: Students taught using cooperative learning strategy do not perform better and show higher interest in chemistry than those taught using conventional methods.
- H1: Students taught using cooperative learning strategy perform better and show higher interest in chemistry than those taught using conventional methods.
1.7 Significance of Study
The findings of this study will provide teachers with practical guidance on implementing cooperative learning strategies, thereby enhancing instructional methods and promoting more interactive classroom environments. Also, school Administrators will be informed on strategies that improve student performance and participation, supporting school policy and curriculum planning.
Furthermore, the research study will contribute to the existing body of knowledge on instructional strategies in science education, particularly in the context of Nigerian secondary schools. In addition, students exposed to cooperative learning will have the opportunity to engage actively with their peers, develop critical thinking and problem-solving skills, and overcome the perception that chemistry is difficult and abstract.
Lastly, researchers and academics will benefit from the study, as it will provide empirical evidence on the impact of cooperative learning strategy on students' performance and interest in chemistry.
1.8 Scope of Study
The study focuses on the impact of cooperative learning strategy on students' achievement and interest in chemistry, specifically within selected secondary schools in the Abakaliki Education Zone of Ebonyi State, Nigeria. It examines students' academic performance and interest levels and compares cooperative learning with conventional teaching methods over a defined academic session.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Cooperative Learning Strategy:
According to Slavin (2014), cooperative learning strategy is a structured teaching method where students work in small groups to achieve shared learning goals, with individual accountability for contributions.
Achievement in Chemistry:
Achievement in chemistry refers to the level of knowledge, skills, and competencies students demonstrate in understanding and applying chemistry concepts, typically measured through examinations and assessments (Oloyede, 2014).
Interest in Chemistry:
Interest in chemistry is the degree of curiosity, motivation, and positive attitude students exhibit toward learning the subject (Nwosu, 2017).
Conventional Teaching Method:
This refers to traditional teacher-centered approaches where instruction is primarily delivered through lectures, rote memorization, and minimal student interaction (Akpan & Igwe, 2016).
Abakaliki Education Zone:
This is a designated administrative zone within Ebonyi State, Nigeria, comprising selected secondary schools where the study is conducted.
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