Authors :
ZUDONU, Onisoman Chuks; Ikwut, Emmanuel Friday; Ndukwu, Didacus Emeka
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/29rv9vu7
Scribd :
https://tinyurl.com/6mk8jsju
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY2068
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
In senior secondary school II in the Ahoada
West Local Government Area, this study was conducted,
and it therefore examined the enhancement of academic
achievement and retention in esterification reaction among
senior secondary school chemistry students through
cooperative instructional method. The research study used
a design that was close to an experiment (quasi
experimental). It was the non-randomized, pretest-posttest
control group, specifically. Twenty (20) SSSII Chemistry
students from co-educational schools were used in a trial
testing session to assess the reliability of the Chemistry
achievement test CAT) and retention in a non-study area.
There were twenty (20) items used. The instrument's
internal consistency is guaranteed by the 0.84 instrument
dependability coefficient obtained by the application of
Cronbach Alpha. As a result, it was decided that the
instrument would work well for the Study. One hundred
fifty (150) students from two classes at fifteen senior
secondary schools that were sampled took the
Achievement Test (CAT). Four hypotheses and four
research questions were developed, and they were tested at
the 0.05 significant level. For research questions, the
acquired data were examined using the mean and
standard deviation, and for hypotheses analysis, inferential
statistics of covariance (ANCOVA) were employed. The
study's findings showed that students taught using the
cooperative learning approach performed noticeably
better than those taught using the traditional approach. It
was suggested, among other things, that delicate subjects
requiring study or peer review be taught using the
cooperative teaching approach.
References :
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In senior secondary school II in the Ahoada
West Local Government Area, this study was conducted,
and it therefore examined the enhancement of academic
achievement and retention in esterification reaction among
senior secondary school chemistry students through
cooperative instructional method. The research study used
a design that was close to an experiment (quasi
experimental). It was the non-randomized, pretest-posttest
control group, specifically. Twenty (20) SSSII Chemistry
students from co-educational schools were used in a trial
testing session to assess the reliability of the Chemistry
achievement test CAT) and retention in a non-study area.
There were twenty (20) items used. The instrument's
internal consistency is guaranteed by the 0.84 instrument
dependability coefficient obtained by the application of
Cronbach Alpha. As a result, it was decided that the
instrument would work well for the Study. One hundred
fifty (150) students from two classes at fifteen senior
secondary schools that were sampled took the
Achievement Test (CAT). Four hypotheses and four
research questions were developed, and they were tested at
the 0.05 significant level. For research questions, the
acquired data were examined using the mean and
standard deviation, and for hypotheses analysis, inferential
statistics of covariance (ANCOVA) were employed. The
study's findings showed that students taught using the
cooperative learning approach performed noticeably
better than those taught using the traditional approach. It
was suggested, among other things, that delicate subjects
requiring study or peer review be taught using the
cooperative teaching approach.