Effects of Conventional and Cooperative Learning Strategies on the Academic Performance of Senior Secondary School Biology Students

Abstract

This study compared the effects of conventional and cooperative teaching strategies on the academic performance of senior secondary school Biology students in Gokana Local Government Area of Rivers State. A criterion sampling technique was used in selecting four hundred and eighty (480) students from six (6) secondary schools in Gokana for the study. A 2x2 factorial design was used. Two instruments were used: (1) Biology Performance Test (BIOPET) to test students’ performance in Biology, and (2) Biology Attitude Scale (BAS) to measure students attitude towards Biology. Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analyzed using independent t-test. The result showed that students in the cooperative class performed better than those in the conventional class and that male students in the cooperative class performed better than females in the same class. Also in the conventional class, there was no significant differences in the academic performances of male and female students while attitude of male students in the conventional class was higher than that of the female students. On the basis of these findings, it was recommended among others that cooperative learning strategies be introduced at all levels of education particularly the secondary school level to enhance higher academic performance.