Cooperative Learning And Its Impact On Students’ Achievement In Science
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This study investigated the impact of cooperative learning on students’ achievement in science. Ninety students chosen through intact group sampling became part of this quasi-experiment using the pretest and post-test analysis. The study analyzed the data using the mean, standard deviations, and t-test. The results show that both the Control and Treatment groups achieved moderate levels in the pretest. In the post-test, both groups improved their performance, achieving an overall high score. However, their mean gain scores were below satisfactory, with the Control group achieving very low scores, while the Treatment group achieved lower scores. The variance in the pretest score between the two groups was not significant, although significant in the post-test. The mean gain score between the Control and Treatment groups was also significant. This result denotes the advantage of cooperative learning over the traditional lecture method in teaching science in high school. The study implies that cooperative learning significantly impacts students’ learning experiences and improves their achievement in science.
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