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| Effects of Cooperative Learning Strategy (CLS) and Inquiry Teaching Strategy (ITS) On Basic Science (BS) Students' Academic Achievement (AA) In Delta State (DS)
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ODEBALA, Eseoghene, Prof. O. P. Ajaja and Associate Prof. T. E. Agboghoroma
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Abstract:
The study examined how Delta State's BS students' achievement was impacted by CLS and ITS. A 3x2 pretest, posttest, control group quasi-experimental factorial design was used. 174,570 JSII BS students enrolled in public secondary schools in Delta State made up the study's population. 382 JSII students made up the study's sample. Data were collected using the Basic Science Achievement Test (BSAT). Three professionals independently verified its face validity. BSAT has a reliability coefficient of 0.70. Before and after the treatment, the BSAT was given as a pretest and posttest. Analysis of Covariance was used to analyse data. The outcomes revealed a significant difference in students' mean achievement scores among the three teaching methods, but in favour of the ITS group; and a non-significant interaction impact between instructional strategy and sex on achievement. It was determined, among other things, that CLS can be used as an alternative to ITS, which is the most effective teaching strategy for BS. Thus, it was advised that the primary instructional strategy for teaching basic science at the junior secondary level should be ITS.
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