Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 3 (2018)
EFFECTS OF COOPERATIVE LEARNING METHOD ON ACADEMIC ACHIEVEMENT AND RETENTION OF STUDENTS IN BASIC TECHNOLOGY IN OYO STATE
Eze, T. I
Department of Technology and Vocational Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State
Lasisi, Basiru Toyin
Department of technical education, School of vocational and technical education, Emmanuel Alayande college of education, oyo, oyo state.
This study was necessitated by persistent declining in the academic achievement in
Basic Technology in public examinations by junior secondary school students. The
study determined the effects of cooperative learning method (CLM) on academic
achievement and retention in Basic Technology in Oyo State. Three research
questions guided the study and three null hypotheses were tested at 0.05 level of
significance. The population of the study was 19,892 JSS II Basic Technology students
in Oyo State. The purposive sampling technique was used to select 114 students for
the study. Pre-test, Post-test and non-equivalent group quasi-experimental research
design was used for the study and the instrument for data collection was Basic
Technology Achievement Test (BTAT) which was validated by three experts. A
reliability correlation coefficient of 0.82 was obtained for the test items using test retest and Pearson Product Moment Correlation. Mean was used to analyse data
relating to the research questions while analysis of covariance (ANCOVA) was used
to test the hypotheses at 0.05 level of significance. Findings revealed that students
taught Basic Technology using CLM performed better with higher post-test scores
than those taught using conventional teaching method (CTM). Findings also indicated
that retention mean score of students taught Basic Technology using CLM was higher
than those taught using CTM, both high and low achieving students were favoured by
the use of CLM but low achieving students were slightly favoured by the use of CLM
but low achieving students were slightly favoured more. The interaction effect of
teaching methods and gender was not significant on students’ academic achievement
and retention in Basic Technology. Hence, it was recommended among others that
school administrators should provide opportunities for in-service training for Basic
Technology teachers in order to equip them with competencies needed in the use of
CLM for teaching the subject.
Basic Technology in public examinations by junior secondary school students. The
study determined the effects of cooperative learning method (CLM) on academic
achievement and retention in Basic Technology in Oyo State. Three research
questions guided the study and three null hypotheses were tested at 0.05 level of
significance. The population of the study was 19,892 JSS II Basic Technology students
in Oyo State. The purposive sampling technique was used to select 114 students for
the study. Pre-test, Post-test and non-equivalent group quasi-experimental research
design was used for the study and the instrument for data collection was Basic
Technology Achievement Test (BTAT) which was validated by three experts. A
reliability correlation coefficient of 0.82 was obtained for the test items using test retest and Pearson Product Moment Correlation. Mean was used to analyse data
relating to the research questions while analysis of covariance (ANCOVA) was used
to test the hypotheses at 0.05 level of significance. Findings revealed that students
taught Basic Technology using CLM performed better with higher post-test scores
than those taught using conventional teaching method (CTM). Findings also indicated
that retention mean score of students taught Basic Technology using CLM was higher
than those taught using CTM, both high and low achieving students were favoured by
the use of CLM but low achieving students were slightly favoured by the use of CLM
but low achieving students were slightly favoured more. The interaction effect of
teaching methods and gender was not significant on students’ academic achievement
and retention in Basic Technology. Hence, it was recommended among others that
school administrators should provide opportunities for in-service training for Basic
Technology teachers in order to equip them with competencies needed in the use of
CLM for teaching the subject.
Abdullahi, O. E. (2013). Interrelationship between personal factor and academic
achievement in mathematics of Ebira secondary schools students in Kogi
state.An International Journal of Psychology, 5(1), 154-155.
Agbatogun, A. (2010). Psycho-socio-factors and students performance in educational
technology.ElectronicsJournal of Psychology, 7(4) 25-32.
Amita, M. A. (2006). "Families, Children and Communities in a Multicultural and
Diverse Society."Research paper on curricular models, Nova Southeastern
University.
Ausubel, D. P. & Robinson, F. G.(2002).School learning: An introduction to
educational psychology. New York: Holt Rhinehart and Winson Inc.
Bamiro, O. A., Nurudeen, A. & Akuru, I. O. (2014).Basic Technology for Schools and
Colleges. Lagos, Evans Brothers Publishers.
Epunam, A. D. (2009). Influence of school environmental variables on academic
performance as perceived by student (Unpublished master’s thesis) University
of Nigeria, Nsukka.
Esiogbu, G. O. (2011). Achieving gender equity in science class: shift from
competitive to cooperative learning.Multicultural Education and Technology.5
(4), 244-257.
Eze, T. I. (2013). Languageand Culture in Technical Vocational Education and
Training.Journal of Nigeria Languages and Culture, 14(2), 1-16.
Eze, T. I., Ezenwafor, J. I. & Obidile, J. I. (2016) Effect of Gender on Students’
Academic Performance and Retention in Financial Accounting in Technical
Colleges. British Journal of Education, Society & Behavioural Science, 18 (4)
1-9.
Federal Republic of Nigeria, (FRN, 2013).National Policy on Education; Lagos,
NERDC Press.
Igboko, K. O. & Ibeneme, O. T. (2006).Effects of some cognitive constructivism
instructional approaches on student’ achievement and retention in the study of
introductory technology in Nigeria.Journal of Science Teachers Association of
Nigeria, 41 (1 & 2), 37-43.
Iqbal, M. (2004).Effects of cooperative learning on academic achievement of
secondary school students in mathematics. Unpublished Ph.D. thesis
submitted to the University Institute of Education and Research. University of
Arid Agriculture, Rawalpindi, Pakistan.
Lawal, Y. O. (2013). Education as an instrument for effective national development:
Which way Nigeria. Business and Entrepreneurship Journal, 2(2), 27-38.
Mckeachie,W.J.(2009) Teaching Tips: Methods, Research and Theory for College
andUniversity Teachers (11thed) Bostom, M. A. Houghton Mifflin
Nigerian EducationalResearchandDevelopment Council (2007). 9 – YearBasic
Education Curriculum: Basic Technology for Junior Secondary 1-3.
Safo, A. D., Ezenwa, V. I. & Wushishi, D. I. (2013). Effects of computer Assisted
Instructional Package on Junior secondary Schools’ Achievement and
Retention in Geometry in Minna Niger State, Nigeria, International Journal of
Humanities and social science invention, 2(5), 69-74. Retrieved from
www.Ijhssi.org.
Slavin, R. E. (2011). Instruction Based on Cooperative Learning. In R.E. Mayer &
P.A Alexander (Eds.), Handbook of Research on Learning and Instruction (pp.
344-360). New York: Taylor & Francis.
achievement in mathematics of Ebira secondary schools students in Kogi
state.An International Journal of Psychology, 5(1), 154-155.
Agbatogun, A. (2010). Psycho-socio-factors and students performance in educational
technology.ElectronicsJournal of Psychology, 7(4) 25-32.
Amita, M. A. (2006). "Families, Children and Communities in a Multicultural and
Diverse Society."Research paper on curricular models, Nova Southeastern
University.
Ausubel, D. P. & Robinson, F. G.(2002).School learning: An introduction to
educational psychology. New York: Holt Rhinehart and Winson Inc.
Bamiro, O. A., Nurudeen, A. & Akuru, I. O. (2014).Basic Technology for Schools and
Colleges. Lagos, Evans Brothers Publishers.
Epunam, A. D. (2009). Influence of school environmental variables on academic
performance as perceived by student (Unpublished master’s thesis) University
of Nigeria, Nsukka.
Esiogbu, G. O. (2011). Achieving gender equity in science class: shift from
competitive to cooperative learning.Multicultural Education and Technology.5
(4), 244-257.
Eze, T. I. (2013). Languageand Culture in Technical Vocational Education and
Training.Journal of Nigeria Languages and Culture, 14(2), 1-16.
Eze, T. I., Ezenwafor, J. I. & Obidile, J. I. (2016) Effect of Gender on Students’
Academic Performance and Retention in Financial Accounting in Technical
Colleges. British Journal of Education, Society & Behavioural Science, 18 (4)
1-9.
Federal Republic of Nigeria, (FRN, 2013).National Policy on Education; Lagos,
NERDC Press.
Igboko, K. O. & Ibeneme, O. T. (2006).Effects of some cognitive constructivism
instructional approaches on student’ achievement and retention in the study of
introductory technology in Nigeria.Journal of Science Teachers Association of
Nigeria, 41 (1 & 2), 37-43.
Iqbal, M. (2004).Effects of cooperative learning on academic achievement of
secondary school students in mathematics. Unpublished Ph.D. thesis
submitted to the University Institute of Education and Research. University of
Arid Agriculture, Rawalpindi, Pakistan.
Lawal, Y. O. (2013). Education as an instrument for effective national development:
Which way Nigeria. Business and Entrepreneurship Journal, 2(2), 27-38.
Mckeachie,W.J.(2009) Teaching Tips: Methods, Research and Theory for College
andUniversity Teachers (11thed) Bostom, M. A. Houghton Mifflin
Nigerian EducationalResearchandDevelopment Council (2007). 9 – YearBasic
Education Curriculum: Basic Technology for Junior Secondary 1-3.
Safo, A. D., Ezenwa, V. I. & Wushishi, D. I. (2013). Effects of computer Assisted
Instructional Package on Junior secondary Schools’ Achievement and
Retention in Geometry in Minna Niger State, Nigeria, International Journal of
Humanities and social science invention, 2(5), 69-74. Retrieved from
www.Ijhssi.org.
Slavin, R. E. (2011). Instruction Based on Cooperative Learning. In R.E. Mayer &
P.A Alexander (Eds.), Handbook of Research on Learning and Instruction (pp.
344-360). New York: Taylor & Francis.