EFFECTS OF CO OPERATIVE AND COMPETITIVE TEACHING STRATEGY ON STATISTICS ACHIEVEMENT OF STUDENTS IN SECONDARY SCHOOLS IN GWAGWALADA, ABUJA, NIGERIA

A. O. Sunday, A. E. Olaoye, Hauwa Audu

Abstract


This study was set out to examine the effects of cooperative and competitive learning strategies on Statistics achievement of secondary school students in Gwagwalada, Abuja. The research adopted quasi-experimental control group design. Data was collected from a sample of students comprising 193 boys and 159 girls from two randomly chosen senior secondary schools in Gwagwalada Area Council of the Federal Capital Territory. The schools were grouped into two experimental and one control groups. Cooperative and competitive learning strategies were used for the experimental groups while the control group was taught using the conventional method. A 50 item instrument called Statistics Achievement Test (SAT) developed by the researcher with a reliability coefficient of 0.88 using Kuder-Richardson formula 21 was used for data collection. Data collected were analyzed using descriptive statistics of mean and standard error for answering the research questions and One-way ANCOVA at coefficient alpha level of 0.05 for testing the hypotheses. The results showed that there was significant difference between the achievement of students taught with Cooperative and competitive learning strategies and their counterpart in the control group. Cooperative and competitive learning strategies were found to be gender friendly as both male and female students performed equally. Based on these findings, it was recommended that mathematics teachers of statistics should be encouraged to use Cooperative learning strategies to teach statistics. For students to achieve maximally, conventional method should not be used to teach statistics students at senior level in secondary school education. Seminars, workshops and conferences should be organized to train teachers on the use of the cooperative and competitive learning strategies.


Keywords


Cooperative learning strategies, Competitive learning strategies, Statistics, Achievement, Conventional method.

Full Text:

PDF

References


Adetula C.A and Salman M.F (2017). Effects of Mathematical Language on errors committed by Senior School Students in Bearing Problems in Omuo-Ekiti, Nigeria, ABACUS, Journal of mathematical Association of Nigeria Vol.39, Mathematical Education Series

Eguavon, O.J (2012) Mathematics the heartbeat of information teaching: Implication for Secondary Education JMAN 27(1): 10-12

Gambari, I. A. (2010). Effect of computer-supported cooperative learning strategies on the performance of senior secondary students in physics, in Minna, Nigeria (PhD thesis).Ilorin: University of Ilorin.

Gbaje, E. S. (2007). Managing gender in inclusive class. A paper presented at ETF capacity building for science teachers. Plateau state Polytechnic Jos campus, Jos

Ginga, U.A, Usman, N & Mohammed, B.(2009) Effect of Think-Pair-Share instructional Strategy on performance in Statistics among Senior Secondary School Students in Zaria-Kaduna State Nigeria. MAN proceedings of September 2019, 56th Annual conference.

Griffiths, J & Podirsky,M(2012) Types of learning. http://ehlt.flinders.edu.au/education/DLiT/2012/environs/scott/learntyp.htm.

Johnson, D.W., &Johnson,R.T (n.d). (2017), An overview of cooperative learning. Retrieved July7, 2017, from http://www.co-operation.ng.org/what-is-cooperative-learning.

Kajuru,Y.K (2010)effects of constructivist teaching strategy on gender in learning of addition and subtraction skills at primary school level. Journal of studies in science and mathematics education 1(1);82-88

Ndukwe, C. J (2018) the effect of constructivist instructional model on senior secondary school students achievement and retention in mathematics, Enugu state. An unpublished master’s dissertation of the Enugu state University of Science and Technology, Enugu.

Okeke, E.A.C. (2008). Clarification and analysis of gender concepts. Focus on research, reproductive health education, and gender sensitive classrooms. Science teachers association of Nigeria-Gender and STM Education series No .2. 5-8

Oludipe, D. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in Basic Science. Journal of Educational and Social Research, 2(1), 93-98.

Slavin, R. E (2010).Co-operative learning: what makes group-work work? In Dumont H, Istance D, and Benavides F (eds.), The nature of learning: using research to inspire practice. New York: OECD Publishing

Stefanelli, R. (2006). Gender equity. Is there gender equity in your classroom? available at http/:www.cedu.niu.edu/~shumow/itt/gender

Wachanga S.W&Mwangi J.G (2004).Effect of cooperative class experiment teaching method on secondary school students’ chemistry achievement in Kenya’s Nakuru District. International Education Journal. 2004:5(1):26-37.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 A. O. Sunday, A. E. Olaoye, Hauwa Audu

 

 

 

 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.