This study investigated the effects of three cooperative learning strategies on the performance of secondary students in physics. It also examined whether the performance of the students would vary with gender and achievement levels. Purposive sampling technique was used to select two senior secondary (SSS II) physics students from two intact classes in the selected four secondary schools in Minna, Niger State, Nigeria. The students were in STAD (n = 48), Jigsaw II (n = 42), TAI (n = 41), and ICI (n = 38) groups. Computer-Assisted Learning Package (CALP) and Physics Achievement Test (PAT) were used as treatment and test instruments respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that there was significant difference in the performance of the groups. In addition, students' gender had no influence on their performances. Also, achievement levels had significant influence on students' performance in cooperative settings. Based on the findings, it was recommended among other that teachers should be encouraged to use computer-supported cooperative strategies in the classroom for teaching physics concepts.

This experimental research endeavored to analyze the effectiveness of cooperative learning instructional method on learners' academic achievement in physics at secondary level. Strategy used in this research study was STAD and Jigsaw II technique making heterogeneous groups based on final scores in public examination conducted by Punjab Examination Commission and pretest scores. After a thorough review of test construction techniques and National Curriculum of Physics of class 10th (2009) Pakistan, an achievement test was designed. After analyzing the pilot data by using ITMAN software 45 items were selected. Pre-test, post-test with control group experimental design was used. Female science students of 10th class session (2016-2017) were considered as the population. 60 students from a public school of Lahore were selected as sample of study. Performance of students on worksheets in weekly tests and achievement test were the source of data collection. To analyze the difference between the two groups on pretest and posttest paired sample and independent samples t-tests were used. Findings showed significant variations between the treatment and comparison groups regarding their academic achievement. Findings supported the usefulness of cooperative learning as an instructional method for teaching physics.

This study aimed at investigating the effect of cooperative learning method on students’ physics achievement. The design of the study was quasi-experimental pre-test post-test non equivalent control groups. Two sections from each of grade 9 and 10 students were randomly selected from Robe Galema secondary school. Data gathering instruments were achievement tests and observation. A treatment of Student Teams Achievement Division (STAD) method of cooperative learning was provided to treatment groups while the traditional method was used in the comparison groups. The experiment lasted for seven weeks on grade 9 and for four weeks on grade 10 students. The result of the findings showed that the treatment group students out performed significantly than the comparison group on post test in each of the two grade levels. The result also showed the effectiveness of the method for teaching physics to the low achievers as compared to high achievers. Hence, the study revealed the effectiveness ...

ABSTRACT The study examined effects of cooperative learning strategy on academic performance of students in secondary school physics in Ogba/Egbema/Ndoni Local Government Area, Rivers State. The research design employed in this study was the quasi-experimental; specifically, pre-test post-test control and experimental group design. A sample of seventy five (75) Senior Secondary two (SS 2) students drawn from two intact classes in a co-educational secondary school in Ogba/Egbema/Ndoni Local Government Areas Rivers State was used. Intact sampling technique was adopted in drawing the sample. Three research questions and three null hypotheses guided the study. Hypotheses 1 was rejected, hypotheses 2 was accepted and hypotheses 3 was rejected. An instrument known as Reflection of Light Wave Test with a split half reliability coefficient of 0.93 was adopted and duly validated by three experts in Physics Education. Mean and standard deviation was used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significant. The results of the study revealed that students taught with cooperative learning instructional strategy perform better in Physics Evaluation Test than those taught with lecture method of instruction. There was an interaction between the methods and gender on students Physics Evaluation Test. Based on the result obtained; it was therefore recommended that teachers should be encouraged to use cooperative instructional strategy to teach physics and other sciences, technology, engineering and mathematics subjects in secondary schools and male and female students should not be given equal consideration as far as the use of cooperative instructional strategy is concerned since gender has an influence on the academic achievement and performance of students.

his study investigated the effects of Team-Pair-Solo cooperative learning T strategy (TPS) on senior secondary two students' achievement in physics in Jos metropolis, Nigeria. Students' achievement in physics has continued to fluctuate in Nigeria, exhibiting traces of under-achievement, over the years. The pre-test, post-test non-equivalent control group quasiexperimental research design was used. The sample size of 88 students offering physics from intact classes in two schools, obtained by the purposive and simple random sampling techniques, was used for the study. The experimental group consisted of 22 male and 20 female students while the control group consisted of 27 male and 19 female students. The instrument developed for the study was the Physics Achievement Test (PAT) which consisted of 40 multiple-choice items in the concepts of motion, heat energy measurements and linear momentum. The reliability coefficient of PAT, using the Kuder-Richardson formula 20 on SPSS version 25, was determined as 0.91. The mean was used to answer three research questions raised for the study and the t-test was used to test the two formulated hypotheses at α = 0.05 level of significance. Findings from the study revealed that students taught using TPS achieved higher in physics than those taught using conventional lecture method of instruction (CLM). It was also revealed that the TPS is gender-friendly. It was recommended that physics teachers should adopt the use of TPS; and that curriculum planners and education policy makers should incorporate TPS into secondary school physics curriculum so that teachers can effectively implement the strategy.

this study investigated the effects of competitive, cooperative and individualistic classroom interaction strategies on learning outcomes in Basic Science. The sample for the study was drawn from JSS III Basic Science students from public Junior Secondary Schools in Abuja, Nigeria. Four schools were randomly selected from the area of study as a sample for the study. Treatment conditions were assigned to the sampled intact classes at random. The total sample of 161 students was used for the study. Two research questions guided the study, and Two hypotheses were tested at 0.05 alpha level. Basic Science Student Achievement Test (BASSAT) was developed as an instrument for data collection. Split-half method of reliability was used to obtain a reliability coefficient of 0.84. Mean and Standard Deviation was used to answer the research questions while the hypotheses were tested using Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). Tukey HSD post-hoc test was used to determine the direction of the differences. The findings of the study revealed that significant differences were found in the achievement of students exposed to competitive, cooperative and individualistic classroom interaction strategies than the conventional teaching strategy. Gender was found to be a significant factor affecting the achievement of Basic Science students exposed to competitive, cooperative and individualistic classroom interaction strategies and the conventional teaching strategy

ABSTRACT This study examined influence of classroom interpersonal relationship on academic achievement in Physics among Second secondary school students’ in Ikom Education Zone of Cross River State. Two hypotheses were formulated to direct the study. Ex-post facto research design was adopted for the study. A total sample of 900 SS 1 students out of 7213 students was selected from 30 secondary schools for the study using stratified and proportionate simple random sampling procedures. Two instruments were used namely; Questionnaire titled “classroom interpersonal relationship” and Physics achievement test were used for data collection. Simple Linear Regression was the statistical technique adopted to test the hypotheses at .05 level of significance. The result of the analysis revealed that teacher-student relationship, peer relationship significantly predicts students’ academic achievement in Physics in Ikom Education Zone of Cross River State. Based on these findings, it was recommended that teachers should endeavour to establish cordial relationship with their students in the school system, so as to create a friendly interaction between the teacher and students during teaching-learning activities while in the classroom environment. Also students should be encouraged to keep good peer relationship. This will help to improve their academic achievement in Physics. Keywords: Teacher- student relationship, Peer relationship, Academic Achievement, Physics

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in cooperative settings was determined using Pretest-Posttest Experimental group design. The reliability coefficient of the research instruments were .71 and .82 using Kuder-Richardson KR-20 and 21 respectively. Some 90 (45 male and 45 female) students from three secondary schools in Minna, Nigeria made-up the sample. The schools were randomly assigned to experimental group I (STAD), experimental group II (LTM) and control group (Individualized Computer Instruction, ICI). Results revealed that the students taught with STAD and LTM performed significantly better than their counterparts taught using individualized computer instruction (ICI). The cooperative learning strategies were found to be gender friendly. Based on the findings, physics teachers should be encouraged to use computer-assisted STAD cooperative teaching strategy to enhance students' academic achievement, retention and motivation in physics.