Effect of Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 5
Abstract
Task Hierarchy Analysis Model in Cooperative Learning Strategy and Chemistry Students’ Performance were investigated in Nwangele Local Government Area of ImoState. Two objectives, two research questions and two hypotheses guided the study. Quasi-experimental design involving pre-test and post-test nonequivalent group was adopted for the study. Out of the total population of four hundred and fifty (450) SS2 Chemistry students, one hundred and six (106) students in two intact classes purposively selected were used as the sample size. Chemistry Performance Test (CPT) which contained twenty (20) multiple choice questions drawn from the topic taught (Acid-Base Reactions) was used for data collection. The instrument was validated with the reliability index of 0.76 using Pearson Product Moment Correlation (PPMC) to determine students’ performance. Mean, Standard deviation and Analysis of Covariance (ANCOVA) were used to analyze the data collected. The result revealed that students taught using Task Hierarchy Analysis Model in Cooperative Learning Strategy performed better than those taught using lecture method. The result further showed that a significant difference existed between the academic performance of students taught Chemistry using Task Hierarchy Analysis Model in Cooperative Learning Strategy and lecture method. However, there was no significant variance between the performance of male and female students taught Chemistry using Task Hierarchy Analysis Model in Cooperative Learning Strategy. It was recommended that Chemistry teachers should adopt Task Hierarchy Analysis Model in Cooperative Learning Strategy in this 21st century classroom to enhance students’ performance.
Authors and Affiliations
Nwafor Chimuanya Leonard, Dr J. W. Dike
Keywords
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- EP ID EP413830
- DOI 10.9790/7388-0805012025.
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