Effect of Cooperative Learning on Academic Achievement among Biology Students at Secondary School Level

Abstract

Cooperative learning, a pedagogical approach where students collaborate, drawing from each other's experiences, was investigated for its effect on the academic performance of secondary-grade Biology students. The study was quantitative in nature employing experimental research, A-B-A-B design. An intact group of 40 students (26 males, 14 females) was selected as a sample of the study. Researchers developed the instruments that were repeated measure tests. All the tests were validated by four experts. Pilot testing was also done in order to assure reliability. Intervention was given to the students and test was conducted after completing each phase starting from baseline phase. Statistical analysis, including descriptive statistics and paired sample t-test was used to draw findings. Results indicated a statistically significant improvement in students' academic achievement across all post-baseline and intervention tests. The findings underscore the efficacy of cooperative learning in enhancing student learning outcomes. Educators are encouraged to incorporate this teaching technique to optimize student learning experiences.