Effects of Individualized and Cooperative Learning Strategies on Students’ Achievement in Physics among Public Secondary Schools in Mkpat Enin Local Government Area of Akwa Ibom State, Nigeria
Keywords:
students’ achievement, cooperative learning strategies, individualized, PhysicsAbstract
This study examined the effects of individualized, cooperative learning strategies on students’
achievement in physics in public secondary schools in Mkpat Enin local government area of Akwa
Ibom State. The population was all the Senior Secondary One (SS1) Physics students for the
2020/2021 session in the 16 Public Secondary Schools in Mkpat Enin Local Government Area of
Akwa Ibom State. Three research hypotheses that guided the study were tested at a 0.05 level of
significance. The study adopted a quasi-experimental using a pretest and posttest non-randomized
design. A purposive sampling technique was used to select a sample of 100 students. The
instrument for data collection was Physics Achievement Test (PAT). PAT has a reliability index of
0.83. It was validated by a panel of three experts from the Department of Science Education, Akwa
Ibom State University, Mkpat Enin. Two learning packages (one each for individualized and
cooperative learning strategy groups) were used to guide the students on the concept of motion.
The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA), using
pretest and posttest scores as covariates. The findings revealed the effectiveness of individualized
learning over cooperative learning strategy on students` achievement in the concept of motion in
Physics. It is concluded that individualized learning strategy should be used by the students in
learning of motion in Physics.
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