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“Team Pair Solo” Cooperative Learning and Personality Type as Determinants of Students’ Achievement and Attitude to Chemistry
Abstract
This study determined the effects of “Team Pair Solo” (TPS) cooperative
learning strategy and students’ personality type on achievement and attitude
to Chemistry. 175 SS2 Chemistry students from eight schools constituted the
sample for the study. Three hypotheses were tested using ANCOVA within a
2x3 factorial setting and a pretest-posttest control group quasi-experimental
design. The TPS instruction was significantly (F(1,168) = 16.45; p<.05) more
effective (adjusted mean score = 9.23) than the conventional instruction
(mean = 7.59) on students’ achievement. Extroverts obtained significantly
(F(2,168) = 6.59; p<.05) higher adjusted achievement score (mean = 9.77)
than the ambiverts (mean = 8.08) and introverts (mean =7.79). Also, the TPS
favoured the extroverts than the ambiverts and introverts. It was
recommended that Chemistry teachers should adopt the TPS strategy with
effective supervision for the maximum benefit of all students irrespective of
their personality type.
learning strategy and students’ personality type on achievement and attitude
to Chemistry. 175 SS2 Chemistry students from eight schools constituted the
sample for the study. Three hypotheses were tested using ANCOVA within a
2x3 factorial setting and a pretest-posttest control group quasi-experimental
design. The TPS instruction was significantly (F(1,168) = 16.45; p<.05) more
effective (adjusted mean score = 9.23) than the conventional instruction
(mean = 7.59) on students’ achievement. Extroverts obtained significantly
(F(2,168) = 6.59; p<.05) higher adjusted achievement score (mean = 9.77)
than the ambiverts (mean = 8.08) and introverts (mean =7.79). Also, the TPS
favoured the extroverts than the ambiverts and introverts. It was
recommended that Chemistry teachers should adopt the TPS strategy with
effective supervision for the maximum benefit of all students irrespective of
their personality type.
