Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

Autor/inn/en	Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere; Thomas, David Akpa
Titel	Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics
Quelle	In: Malaysian Online Journal of Educational Sciences, 3 (2015) 4, S.11-26 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Teaching Methods; Computer Assisted Instruction; Cooperative Learning; Secondary School Students; Student Motivation; Science Achievement; Physics; Scientific Concepts; Pretests Posttests; Randomized Controlled Trials; Gender Differences; Science Instruction; Foreign Countries; Educational Technology; Questionnaires; Achievement Tests; Science Tests; Hypothesis Testing; Statistical Analysis; Nigeria + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Sekundarschüler; Schulische Motivation; Physik; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Unterrichtsmedien; Fragebogen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in cooperative settings was determined using Pretest-Posttest Experimental group design. The reliability coefficient of the research instruments were 0.71 and 0.82 using Kuder-Richardson KR-20 and 21 respectively. Some 90 (45 male and 45 female) students from three secondary schools in Minna, Nigeria made-up the sample. The schools were randomly assigned to experimental group I (STAD), experimental group II (LTM) and control group (Individualized Computer Instruction, ICI). Results revealed that the students taught with STAD and LTM performed significantly better than their counterparts taught using individualized computer instruction (ICI). The cooperative learning strategies were found to be gender friendly. Based on the findings, physics teachers should be encouraged to use computer-assisted STAD cooperative teaching strategy to enhance students' academic achievement, retention and motivation in physics. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01