International Journal of Innovative Research and Development

Abstract

This study investigated the effect of cooperative learning strategy on pre-degree students’ conceptual understanding of the rate of chemical reactions compared to traditional instruction. A control group and an experimental group were randomly selected from the Remedial Science Department of the University of Jos, Nigeria. The design was quasi-experimental study. A Chemistry Achievement Test (CAT) was administered to students and a sample of one hundred randomly selected from the number that scored forty percent and above. The hundred students were randomly assigned into control and experimental group. The two groups were taught the topic ‘rate of chemical reactions’ by the same teacher. The control group was taught using the traditional lecture method. The experimental group was taught using cooperative learning strategy. Both instructions lasted two weeks after which the students were administered a post-test called Rate of Reaction Conceptual Understanding Test (RRCUT). The data collected were analyzed by using the independent samples t-test at 0.05 level of significance. The results showed a significant difference in conceptual understanding between the experimental group and the control group in favor of the experimental (cooperative learning) group (p<0.05). It also indicated that male students benefitted from the cooperative learning strategy than female students. Therefore, gender has an effect on students’ conceptual understanding of rate of reactions when taught in a cooperative learning environment. The study recommended the use of cooperative learning strategy in chemistry classes so as to ease learning difficulties so as to pave way to conceptual understanding of rate of chemical reactions because the strategy allows discussion and critical thinking. Teachers are to be encouraged to use the strategy through workshops, conferences, refresher courses and retreats.

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