Comparative influence of cooperative learning and problem solving strategies on the academic achievements of senior secondary school students in Biology

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ID: 309376
2025
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Abstract
This study examined the relative impacts of cooperative learning and problem-solving techniques on the attitudes and academic performance of biology senior secondary school students in Lagos State, Nigeria. 400 Senior Secondary II students were chosen at random from four public schools as part of a quasi-experimental design that included a survey component. Three groups of participants were formed: 100 for cooperative learning, 100 for problem-solving, and 200 for lecture-based control. The Biology Students’ Attitude Questionnaire (BSAQ) and the Students’ Achievement Test in Microorganisms (SATMO) were used to gather data. ANCOVA, t-tests, and descriptive statistics were used to analyze the results of the pre-test and post-test. The results showed that students who were taught cooperative learning strategies outperformed those who were taught problem-solving strategies in terms of post-test scores (M = 17.21, SD = 1.30 versus M = 11.57, SD = 3.31). ANCOVA confirmed that instructional strategy had a significant impact on achievement (F(1,356) = 1342.33, p < 0.001). Additionally, cooperative learning was preferred by attitude scores (M = 60.12, SD = 1.27) over problem-solving (M = 42.21, SD = 3.15), suggesting that cooperative biology instruction results in more favorable dispositions toward the subject. There were no discernible gender differences in achievement, indicating that both approaches work just as well for male and female pupils. The study comes to the conclusion that, while problem-solving techniques are still useful for developing critical thinking abilities, cooperative learning is a more successful teaching method for raising biology students' academic achievement and attitudes. The results emphasize that in order to improve science education outcomes in Nigeria, educators, curriculum designers, and legislators must embrace cooperative learning and incorporate problem-solving techniques into biology lessons.
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Authors Sadudeen Moshood Abiola
Journal Aminu Kano Academic Scholars Association Multidisciplinary Journal
Year 2025
DOI
DOI not found
URL
https://akasa.com.ng/ojs/index.php/journal/article/view/133
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