Effect of Cooperative Learning Mode on Pre-Service Teachers’ Academic Performance in Electrochemistry in Tertiary Institutions in Kwara State Nigeria

The study sought to determine the efficacy of cooperative learning mode (CLM) on pre-service (trainee) teachers’ performance in electrochemistry. The target population for the study was all fourth year public pre-service (trainee) teachers in the faculty of education offering chemistry. The sample comprised of two university affiliates to Ekiti State university, EKSU, selected using purposive sampling technique with one being the experimental group and the other, the control group, both comprising of 70 (32 and 38) pre-service teachers of intact classes of respondents respectively. A quasi–experimental research design, specifically, a non- randomized pretest, posttest, control group design which involved a 1x3x2 factorial design was adopted for this study. The dependent variable was the pre-service (trainee) students’ performance while the primary independent variable was treatment with cooperative learning mode, CLM, which was crossed with the secondary variable (moderator), the scoring levels (low, average, and high) and gender occurring at two categories (male and female). A 20-item multiple choice and 3-item theory Electrochemistry Performance Test, EPT, were generated from the course material. The instrument was subjected to both face validity and content validity by a senior lecturer in inorganic chemistry, after which it was administered on an intact class of a non-participating students of similar level in a sister institution to serve as the pilot study. A reliability coefficient of 0.72 and 0.77 were obtained using test-retest and split-half methods for the theory and objective test items. Three research questions and three null hypotheses were formulated respectively and tested. Data collected were analysed using mean scores, standard deviation and Analysis of Covariance, ANCOVA. Findings from the study showed that students in the experimental group exposed to CLM performed significantly better than those in the control group. Treatment also accounted for 46% students’ improvement in their performance while score level accounted for 32%, thus attesting to the efficacy of CLM. Within the experimental group, low, average and high scoring pre-service teachers improved significantly in their performance and also when compared to the control group. Furthermore, within the group, low and high scoring students had the highest mean gain scores. Thus CLM was found to be effective in promoting better student-student interaction as observed in their verbal response to questions during the study. However, no significant difference was found between male and female students exposed to CLM. The implication of these findings is that CLM is an effective strategy of improving students’ performance in learning chemistry. From the preceding report, it is recommended that CLM be incorporated into the curriculum to promote more effective learning as CLM is a general skill that could be very useful in adult life and society.