EFFECTS OF COOPERATIVE LEARNING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN STOICHIOMETRY IN KOGI STATE

Abstract

This study investigated the effects of cooperative learning strategy on senior secondary school students’ performance in stoichiometry in Kogi State, Nigeria, with gender as a moderating variable. A quasi-experimental research design involving pretest-posttest control group was adopted. A total of 120 SS2 chemistry students, selected through multistage sampling, participated in the study. The experimental group was taught using cooperative learning strategies, while the control group received conventional instruction. Data was collected using a validated Stoichiometry Achievement Test (SAT) with a reliability coefficient of 0.82. Data analysis involved descriptive and inferential statistics including mean, standard deviation, ANCOVA, and t-test. Findings revealed that students taught using cooperative learning strategies significantly outperformed their counterparts in the control group. Furthermore, gender had no significant effect on performance, indicating that cooperative learning benefited both male and female students equally. The study recommends the integration of cooperative learning into chemistry instruction to enhance students’ understanding and performance in stoichiometry.