Comparison of the Academic Achievement between Cooperative Learning and Noncooperative Learning Strategies in Chemistry among Students in Murang’a County, Kenya
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Date
2025
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African Research Journal of Education and Social Sciences
Abstract
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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Citation
Wairimu, K. G., Twoli, N. W., & Waititu, M. M. Comparison of the Academic Achievement between Cooperative Learning and Non-Cooperative Learning Strategies in Chemistry among Students in Murang’a County, Kenya.