Browsing by Author "Kabanga, Grace Wairimu"

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    Comparison of the Academic Achievement between Cooperative Learning and Noncooperative Learning Strategies in Chemistry among Students in Murang’a County, Kenya
    (African Research Journal of Education and Social Sciences, 2025) Kabanga, Grace Wairimu; Twoli, Nicholas W.; Waititu, Michael Muchoki
    The employment of cooperative learning as an instructional method across different countries has exhibited positive outcomes in learners’ academic achievement. The study intended to establish the comparison of the academic achievement between cooperative learning and noncooperative learning strategies in chemistry among students in murang’a county, Kenya. The study was carried out in Kangema Sub-County, Murang’a County, applied a quasi-experimental design. The target population was Form 3 students. Purposive sampling was employed to select four schools to arrive at two control and two experimental groups. The study employed a sample size of 198 students. Data collection instruments included students’ pre and post-achievement tests. Data was analysed using SPSS package and presented using tables, pie charts and bar graphs. The study established that there was a significant difference between learners taught using cooperative learning and those taught using non-cooperative learning with the former showing improved academic achievement. There was significant increase in the postintervention mean score posted by students in the experimental groups. This is not the case in the control groups. For instance, the percentage increase in the mean score in School A between pre and post-data is 38.50%. A similar increase is noted in School B at 49.70%. On the contrary, both the two control groups posted a fall in their students' mean scores with School C posting a 0.47% and School D posting a 2.05% decline in their mean score performance respectively. The significant improvement demonstrated can be attributed to the discussions held among learners in learning Chemistry. The study concludes that cooperative learning strategy is more effective than non-cooperative strategy in teaching Chemistry. The study thus recommends that the ministry of education should enact and implement a policy that facilitates the integration of cooperative learning as one of the primary teaching methods. The government should train teachers on use of cooperative learning in teaching Chemistry
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    Cooperative Learning and Academic Achievement in Chemistry for Secondary School Students in Murang'a County, Kenya
    (Kenyatta University, 2025-10) Kabanga, Grace Wairimu
    The integration of cooperative learning as an instructional method across different countries has exhibited positive outcomes in learners’ academic achievement. This study investigated the effect of integrating of cooperative learning on academic achievement of secondary school learners of Chemistry. The study intended to realize the following objectives: to establish the effect of integrating cooperative learning on the achievement of students in Chemistry; to investigate whether there are differences in students’ achievements by gender when integrating cooperative learning in Chemistry; to identify the experiences of teachers in integrating cooperative learning in teaching and learning of Chemistry. The study was limited to public secondary schools in Murang’a County, focusing on teachers' perceptions, impact on student success, gender differences, and teachers' challenges when using cooperative methods in teaching Chemistry. The study applied a quasi-experimental design using two schools in control group and two schools in experimental group. Data collection included students’ pre and post-achievement tests, a teaching observation checklist, and a teacher’s semi-structured interview schedule. Data collected was analysed and presented through descriptive and inferential statistics. The study established that there was a significant difference between learners taught using cooperative learning and those taught using non-cooperative learning method. The study also established that in the implementation of cooperative learning, gender does not affect students’ academic outcomes. Further, the study established that whereas the cooperative learning method is student-centred, the teachers still have to play an active role in facilitating various elements for the success of the instruction method. The study thus recommends that the ministry of education facilitates integration of cooperative learning as one of the primary teaching methods. The policy should also consider ongoing support and training for the teachers as well as the development of a cooperative learning tailored and responsive curriculum