David Onasanya Olugbenga, Ezekiel Ojo Oloyede, Bamidele Emmanuel Folorunso


The study determined the effects of cooperative, competitive and individualistic classroom interaction patterns on the performance of secondary school students in Physics. It also examined the moderating effect of gender on dependent measure. The study adopted the pretest, posttest, control group quasi experimental design. The sample consisted of 214 senior secondary school I students (104 males and 110 females) from four intact classes randomly selected in two local government areas of Ogun State using the cluster sampling technique. The classes were randomly assigned to one control group and three experimental groups. The experimental groups were Cooperative Interaction Pattern (COIP), Competitive Interaction Pattern (CMIP), and Individualistic Interaction Pattern (IDIP) while the Conventional Method of Teaching (CVMT) served as the control group. The instrument titled “Physics Achievement Test (PAT)” was used to collect data for the study. Data collected were analysed using t-test and F-statistics. The results showed that the academic performance of secondary school students in Physics was significantly influenced by each of the classroom interaction patterns of Cooperative (t= 23.04, p< 0.05); Competitive (t= 18.18, p< 0.05) and Individualistic (t= 16.10, p< 0.05). The results also showed that there was no significant difference between the performance of male and female students taught using each of the interaction patterns of Cooperative (t= -0.531, p>0.05); Competitive (t= -0.278, p>0.05), and Individualistic (t=0.523, p>0.05). The results further showed that there was significant effect of COIP (t=6.77, p<0.05) and IDIP (4.02, p<0.05) on students’ retention ability but there was no significant effect of CMIP (t=0.98, p>0.05) and CVMT (t=1.23, p>0.05) on the retention ability of the students. The study concluded that the cooperative classroom interaction pattern should be used in Physics classroom as it could improve students’ learning in Physics.


Article visualizations:

Hit counter



interaction patterns, academic performance, physics, senior secondary schools


Alebiosu, K. A. (1998). Effect of two cooperative learning model on senior secondary School Students’ learning outcomes in chemistry. Unpublished Ph.D Thesis, University of Ibadan, Ibadan, Nigeria

Bajah, S. T. (2000). Crisis in our classroom: A conceptual appraisal of integrated science education in Nigeria. 24th Annual conference proceedings. Cliffs, N. J. Prentice Hall.

Doymus, K. (2008). Teaching chemical equilibrium with the Jigsaw technique. Research in Science Education. 38(2), 249–260.

Esan, A. O. (1999). Effects of cooperative and individualistic problem solving strategies on students’ learning outcomes in secondary school Mathematics. Unpublished Ph.D Thesis, University of Ibadan, Ibadan, Nigeria.

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

Hanze, M. and Berger, R. (2007). Cooperative learning, motivation effects, students characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29–41.

Ifamuyiwa, S. A. and Akinsola M. A. (2008). Improving senior secondary school students’ attitude towards Mathematics through self and cooperative instructional strategies. International Journal of Mathematics Education, Science and Technology, 39, 569-585.

Johnson, D.W Maruyama, G: Johnson, R; Nelson, D. and Skon, L. (1998). Effects of Cooperative, Competitive and Individualistic Goal Structures on Achievement. A metal-Analysis. Psychological Bulletin, 89 (1), 47-62.

Johnson, D.W. and Johnson, R. T. (2003). Comparative and Competitive: Theory and Research. Journal of Research in Education, 12(1), 5-14.

Kolawole, E. B. (2008). Effects of competitive and cooperative learning strategies on academic performance in Nigerian students in Mathematics. Educational Research and Review, 3(1), 33-37.

Kundu, C.L & Tutoo, N. N. (2002). Educational Psychology. Sterling Publishers: New Delhi.

Nwagbo, A.C. (2001). Goals for science instruction for High Schools. Lecture on advanced science teaching methods. USC Rosier School of Education 5th February, 1999. Retrieved on 11th February, 2015, from www.jdenuno.com/resume%20web/goals.htm.

Nweke, V.O. (2015). Levels of possession of science process skills by final year students of Federal College of Education, Eha-Amufu Enugu. Unpublished N.C.E Project. Ebonyi State University.

Ojo, A. A. (2011). Effect of classroom interaction patterns on learning outcomes in mathematics among junior secondary school students in Ekiti State. M.A Thesis, Obafemi Awolowo University, Ile-Ife, Nigeria

Okebukola, P. A. and Oguniyi, M. B. (1984). Cooperative, competitive and individualistic science laboratory patterns: Effects on students’ achievement and acquisition of practical skills. Journal of Research in Science Teaching, 21 (9), 875-884.

Okoli, J. N. (2001). Effects of two interaction learning styles on students Achievement and interest in Biology. Unpublished Ph.D dissertation. University of Nigeria, Nsukka, Department of Education.

Okoli, J.N. (2005). Effects of investigative Laboratory Approach and Expository Method on acquisition of science process skills by biology students of different levels of scientific literacy. Journal of the Science Teachers Association Nigeria (STAN). 41(1&2) 79-88.

Olorukooba, S. B. (2007). The relative effects of cooperative instructional strategy and traditional method on the performance of senior secondary school chemistry. Unpublished PhD Thesis, Ahmadu Bello University, Zaria, Nigeria

Omiko, A. (2015). Levels of possession of science process skills by final year students of Federal College of Education. Journal of Education and Practice Vol.6, No.27, 2015

Omotayo, K. A. and Yusuf, M.A. (2002). The acquisition of qualitative skills among girls at the junior secondary school level. Teacher Education Today 2(1 &2) 49-55.

Slavin, R. (1990). Cooperative Learning Theory Research and Practice. Englewood

Tekos, G. and Solomonidou, C. (2009). Constructivist learning and teaching of optics concepts using ICT tools in Greek primary school: A pilot study. Journal of Science Education and Technology, 18(5), 415–428.

Yusuf, M. O. & Afolabi, A. O. (2010). Effects of computer assisted instruction (CAI) on secondary school students’ performance in biology. The Turkish Online Journal of Educational Technology. 9 (1) Retrieved on the 15th January, 2010 from http://www.tojet.edu.com


  • There are currently no refbacks.

Copyright (c) 2018 David Onasanya Olugbenga, Ezekiel Ojo Oloyede, Bamidele Emmanuel Folorunso

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

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).