The effects of cooperative learning on the general science achievement of fifth-grade pupils

• Main Author: Abanto, Cristina S.
• Format: text
• Language: English
• Published: Animo Repository 1998
• Subjects: Science > Study and teaching; Academic achievement; School children; Learning; Teaching methods; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1964
• Institution: De La Salle University

This study investigates the effects of the cooperative learning method, particularly the Student Teams Achievement Division (STAD), on the achievement in general science of fifth-grade pupils. The sample consisted of two equivalent classes in grade V of La Consolacion College of Daet during the school year 1997-1998. The study was conducted during the first two quarters of the school year. The academic achievement test which served as both the pre-test and post-test was prepared by the researcher and validated by the school principal, coordinator of studies and two science teachers. The pre-test was administered before the researcher handled both classes for fourteen weeks. In the experimental group, small groups of five pupils each were formed. STAD activities were given. No regrouping was done in the control group. The same topics were taught and the same sets of exercises and assignments were given to both groups. This study made use of the Randomized Pre-test-Post-test Control Group Design using matched subjects. Data were treated using the t-test for dependent samples to determine whether there was a significant difference in the achievement in General Science of each of the two groups before and after the experimentation. The same test was used for independent samples to determine whether there was a significant difference in the quiz results of the experimental and the control groups. The Analysis of Covariance (ANCOVA) was used to determine whether there was a significant difference in the achievement post-test scores of the experimental and the control groups. Results showed significant differences in the pre-test and post-test achievement scores of both groups. Likewise, six out of eight topics included in the study showed significant differences favoring the experimental group. In terms of achievement mean scores after the experimentation, the pupils in the experimental group achieved significantly higher. Based on the findings, the use of cooperative learning (STAD) resulted in a better achievement in General Science V of the experimental group.Therefore it is recommended that teachers of General Science should consider the use of the cooperative learning method, particularly the STAD, in teaching the subject. This study may also be replicated in other subject areas. Administrators and curriculum planners may use the findings of the study to develop effective instructional strategies for a better implementation of General Science curriculum and curricula in other related areas. And future researchers may investigate other factors not included in this study to confirm information that is generated by it.