Cooperative learning in teaching science: its effect on academic performance

This study ascertained the usage of cooperative learning in teaching Science. Students were randomly selected and equated wherein each group has equal number of subject-respondents. Data needed for this quasi-experimental research were obtained through a fifty-item teacher-made test then scores in the pre-test and post-test were used to determine the significant relationship and difference between the groups. As to comparing the groups, paired t-test and independent sample t-test was used in determining the significant difference of the two test mean scores between groups. After data were tabulated and analyzed, found were: the performance level of the control and experimental group during the post-test were average and very high, respectively as indicated by their means; there is a high significant difference in the pre-test and post-test of the experimental group; a high significant difference in the pre-test and post-test of the control group; a significant difference in the pre-test between the control and experimental group; lastly, there is a significant difference in their pre-test and post-test mean gains. The patterns and strength of the findings suggest that Cooperative Learning is more effective in attaining optimum learning compared to the lecture–discussion method.