USING COOPERATIVE LEARNING TO REDUCE STUDENTS’ MISCONCEPTIONS IN BIOLOGY: A STUDY OF SECONDARY SCHOOL STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT, NIGERIA

F. O. Obigbor, O. P. Ajaja

Abstract


The purpose of this study was to determine the effect of the use of cooperative learning in reducing students’ misconceptions about Biology in Delta Central Senatorial District. To guide this study, six research questions and their corresponding hypotheses were raised and tested at a 0.05 level of significance. The design of the study was quasi-experimental design. The sampling technique was the simple random sampling technique. The samples of the study consisted of six mixed public secondary schools in six local government areas in Delta State, 240 students and six Biology teachers. The instrument for data collection was a two-tier diagnostic test (TTDT). The instrument’s validity and reliability were properly determined before use. The reliability of TTDT was found to be 0.89 using Kuder-Richardson 21 formula. The data collected were analyzed using mean, standard deviation, t-test and ANCOVA. The major findings of the study include: a significant effect of cooperative learning; a significant difference in the mean corrected misconception score between students taught biology using cooperative learning and lecture method; a non-significant difference in mean corrected misconception scores between male and female students taught using cooperative learning; non-significant interaction effect between sex and method of instruction on students corrected misconception; significant effect of cooperative learning on students’ achievement; and significant difference in achievement scores between students taught biology using cooperative learning and those taught using lecture method. It was concluded that the adoption of cooperative learning strategies may be appropriate for the teaching and learning of Biology to reduce students’ misconceptions and improve achievement. It is therefore recommended that the Ministry of Education should organise special training for teachers on the use and implementation of cooperative learning.

 

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cooperative learning; students; misconceptions; Biology

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References


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DOI: http://dx.doi.org/10.46827/ejae.v8i1.4798

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