Effect of Cooperative Learning Instructional Strategies on Students Academic Achievement and Interest in Basic Electricity in Technical Colleges in Niger State

Nathaniel Ndagana Umaru, Shaluko Yohanna Doma

Abstract


The study investigated the impact of the cooperative learning instructional strategy on the academic achievement and interest of Basic Electricity students in Technical Colleges. A quasi-experimental research design with a pre-test and post-test was used, involving 284 students (130 in the experimental group and 154 in the control group). Four research questions and six hypotheses guided the study, with data collected using the Basic Electricity Achievement Test (BEAT) and Basic Electricity Interest Inventory (BEII). The BEAT was validated by experts and tested for reliability, yielding a reliability coefficient of 0.73 (test-retest) and 0.95 (internal consistency). Findings showed that students taught using the cooperative learning strategy performed better and showed greater interest than those taught using conventional methods. Additionally, boys in the experimental group outperformed girls in cognitive achievement. The study recommended that Technical College teachers adopt cooperative learning strategies for teaching Basic Electricity and that the Niger State government provide necessary tools and equipment for effective implementation.


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References


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