Cooperative Learning and Academic Achievement in Chemistry for Secondary School Students in Murang'a County, Kenya
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Date
2025-10
Authors
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Publisher
Kenyatta University
Abstract
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
Description
A Research Thesis Submitted to the School of Education in Fulfilment of the Requirements for the Award of the Degree of Master of Education (Science Education) of Kenyatta University, October, 2025
Supervisor:
1.Nicholas W. Twoli
2.Michael M. Waititu