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


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.


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

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