EFFECTS OF COOPERATIVE LEARNING AND ANALOGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN CHEMISTRY
ABSTRACT
This study investigated the effects of Cooperative learning and Analogy Methods on Secondary School Students achievement and interest in chemistry. The study which adopted a quasi-experimental design was conducted in four secondary schools in Okene Local Government Area of Kogi State. Out of these schools, two schools were exposed to the use of Cooperative learning (experimental 1) while the remaining two used Analogy method (experimental 2). One experiment was meant to control the other. The sample comprised 253 senior secondary school two (SSS2) chemistry students. The instruments used were chemistry achievement test (CAT) and chemistry interest scale (CIS) which were developed by the researcher and subjected to face, content and construct validation. While the reliability of the (CAT) was established using Kudder – Richardson formula 20 (K-R) 20 and 0.83 was obtained, the (CIS) reliability was calculated using Cronbach’s Alpha method and 0.84 was obtained. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at P<0.05. The result of the study revealed that both cooperative learning and analogy methods brought about significant shift in achievement and interest of SSS2 chemistry students. The researcher therefore recommended that chemistry teachers should employ cooperative learning and analogy methods of teaching in teaching their students for better understanding and achievement. In addition, other constructivist based teaching methods should be introduced in the pre-service teachers’ programme while the teachers in service should be upgraded through workshops and seminars on the effective use of these methods for the improvement of chemistry education and chemistry related courses in the Nigeria institution of higher learning.