EFFECTS OF TWO COOPERATIVE LEARNING STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT ON COMPUTER STUDIES IN AWKA EDUCATION ZONE
DOI:
https://doi.org/10.5281/zenodo.17241945Keywords:
Achievement, Computer, CooperativeAbstract
The study determined the effects of two cooperative learning strategies on secondary school students’ achievement in Computer studies in Awka Education zone. Two research questions guided the study and three hypotheses guided the study. Quasi-experimental research design was adopted for the study. The population of the study was 6,334 senior secondary year two (SS2) students offering Computer studies out of which 152 students was obtained using purposive and simple random sampling techniques. The instrument for data collection was Computer studies Achievement Test (CSAT) validated by three experts. The reliability of CSAT was established using Kuder-Richardson Formula 20, to be 0.76. The experiment groups were taught Computer studies using STAD and FTAI respectively while the control group was taught using lecture method. CSAT was administered as pretest and posttest to generate data for the study. Research questions were answered using mean and standard deviation and analysis of covariance was used to test the null hypotheses. There was a significant difference between mean achievement scores of students taught Computer studies using STAD, FTAI and lecture method in favour STAD followed by FTAI. Also, gender had significant influence on students’ academic achievement in Computer studies. It was recommended that secondary school Computer studies teachers should adopt the use of STAD in teaching to encourage greater students’ interactions and enhances academic achievement of students in Computer studies
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