Effects of Cooperative Learning Instructional Strategies on Secondary School Students' Academic Achievements in Biology in Calabar South Local Government Area, Cross River State

Abstract

The study investigates the effect of the cooperative learning instructional strategy on the academic achievement of senior secondary school students in ecology in Calabar Municipality Local Government Area, Cross River State. Two variables were identified for the study. These were used to formulate the research questions and hypotheses. The research design was a quasi-experimental design. The population of the study comprised seven hundred (700) senior secondary schools, two (SS2) in the Calabar Municipality Local Government Area, Cross River State. The sample size comprises one hundred and fifty (150) respondents. The research instrument was the Biology Achievement Test (BAT). Independent t-test analysis was used to analyze the data, and the findings revealed that there exists a significant relationship between the influence of cooperative learning instructional strategies and the academic achievements of senior secondary school students in Calabar Municipality Local Government Area. The findings recommended that the government should ensure that qualified teaching staff are made available to promote their teaching effectiveness and that school principals should assist in making provisions for adequate school facilities to enhance effective cooperation in schools.