EFFECT OF CO-OPERATIVE LEARNING AND PEER-TEACHING STRATEGIES ON STUDENTS ACADEMIC ACHIEVEMENT AND INTEREST IN BIOLOGY IN ISHIELU LOCAL GOVERNMENT AREA OF EBONYI STATE

Ude, Veronica C. and Ezugwu, Emmanuel Nwachukwu (2023) EFFECT OF CO-OPERATIVE LEARNING AND PEER-TEACHING STRATEGIES ON STUDENTS ACADEMIC ACHIEVEMENT AND INTEREST IN BIOLOGY IN ISHIELU LOCAL GOVERNMENT AREA OF EBONYI STATE. JOURNAL OF RESEARCH IN SCIENCE AND VOCATIONAL EDUCATION (JRSVE), 3 (1). pp. 21-29.

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Abstract

This study investigated the effectiveness of cooperative learning and peer-teaching strategies on students’ achievement and interest in Biology in Ishielu local government area of Ebonyi State. Two research questions and two hypotheses were formulated to guide the study. The research work was quasi-experimental design type, specifically the non-achievement control group design. Two hundred and eighty three (283) biology students drawn from nine co-education public schools within the Ishielu local government area of Ebonyi State were used for the study. Simple random sampling technique was applied in choosing the schools as well as assigning each of the teaching approaches to the sample schools. The cooperative learning and peer teaching groups were the experimental groups while the conventional teaching groups were group were treated as the control group, validated Biology Achievement Test (BAT) and Biology Interest Inventory (BII) were administered to the students as pretest and posttest for the collection of data. Biology Achievement Test (BAT) had reliability index of 0.86 while Biology Interest Inventory (BII) had reliability index of 0.83. Mean and standard deviation were used to answer the research questions while analysis of convance (ANCOVA) was used to test the hypotheses of 0.05 level of significance. The study revealed that teaching approach used in difficult biology concepts is significantly responsible for the poor performance of students in senior secondary schools biology. It revealed that more of cooperative learning should be used as it has better effect on students’ interest and achievement in learning difficult biology concept than the peer-teaching it was therefore recommended that workshops and seminars should be organized for teachers on the use of cooperating and peer-teaching in biology instructions

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User: mrs chioma hannah
Date Deposited: 16 Jun 2025 11:41
Last Modified: 16 Jun 2025 11:41
URI: http://eprints.gouni.edu.ng/id/eprint/4842

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