Effects of Cooperative Instructional Strategy on Senior School Students’ Achievement in Electrochemistry


  • Najimudeen Abdulwahab University of Ilorin, Ilorin, NIGERIA
  • Oloyede Solomon Oyelekan University of Ilorin, Ilorin, NIGERIA
  • Adekunle Solomon Olorundare University of Ilorin, Ilorin, NIGERIA


cooperative instructional strategy, achievement, electrochemistry, gender, scoring level


The poor performance of Nigerian students in School Certificate Chemistry over the years necessitates the search for alternative instructional strategies that could ensure better students’ achievement. This study investigated the effects of cooperative instructional strategy on senior secondary school students’ achievement in electrochemistry using gender and scoring levels as moderating variables. The study employed a 2 x 2 x 3 non-randomized and non-equivalent, pre-test and post-test quasi-experimental factorial design. Two intact classes in two secondary schools in Ilorin, Nigeria were involved in the study, with one class serving as the experimental class, and the other serving as control. A Chemistry Achievement Test (CAT) with reliability Coefficient of 0.75 was used for the study. Data analysis was carried out using t-test and Analysis of Covariance (ANCOVA). The findings of this study revealed no significant difference in the achievement of students taught using cooperative instructional strategy and those taught using the traditional lecture-based instructional method (t=7.26, p>0.05), although students taught using cooperative instructional strategy performed better than their counterparts in the control group. However, a statistically significant difference was observed in the achievement of students based on their scoring level when taught using the cooperative instructional strategy (F=4.850, p<0.05), with the low scorers benefitting most. Hence it is recommended that chemistry teachers should consider using cooperative instructional strategy for teaching Chemistry as a way of enhancing better understanding of the subject.


Abimbola, I. O. (2013).“The misunderstood word in science: Towards a technology of perfect understanding for all.”The one hundred and twenty-third (123rd) inaugural lecture. Ilorin: Unilorin Press.

Aderogba, A. A., Olatoye, R. A., &Aanu, E. M. (2011). Effect of cooperative and individualized teaching methods on senior secondary school students’ achievement in organic chemistry.Pacific Journal of Science and Technology, 12(2), 310-319. Retrieved February 5, 2012 from htt://www.akamaiuniversity.us/pjsT.hltm.

Adigwe, J. C. (1999). Misconception in chemical kinetics: The case of Nigeria secondary schools. Problem and prospects, Journal of the Science Teachers association of Nigeria (STAN), 28, 77;-85.

Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary school students achievement in integrated Science. Electronic Journal ofScience Education, 14(1), 1-18.Retrieved from http://ejse.southwestern.edu

Alafara, B. A. (2006). Introduction to Physical Chemistry.An unpublished lecture note on CHM 201 for first degree students. Department of Chemistry, University of Ilorin.

Aluko, K. O. (2004). Effect of cooperative and individualistic instructional strategies on students’ problem solving ability in secondary school chemistry in Ilesha, Nigeria. Unpublished Ph.D. thesis submitted to the Department of Science Education, University of Ilorin, Nigeria.

Aluko, K. O. (2008). Teaching chemistry in secondary school: A case for cooperative instructional strategy. Ethiopia Journal of Education and Science, 3(2), 32-41

Carpenter, S. R. (2003). Incorporation of a cooperative learning technique in organic chemistry.Journal of Chemical Education,80, 330-332.

Doymus, K., Karacop, A., & Simsek, U. (2010). Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry. EducationalTechnology Research and Development, 58(6), 671–691.

Garnett P. J., & Treagust, D. F. (1992). Conceptual difficulties experienced by senior high school students in electrochemistry: Electrochemical (Galvanic) & Electrolytic cells. Journal of Research in Science Teaching, 29, 107-109.

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone.Cooperative, competitive and individualistic learning(4th edition). Edina MN: Interaction Books Company.

Morgan, B. (2003). Cooperative learning in higher education: Undergraduate student reflections on group examinations for group grades. College Student Journal, 37(1), 40-50.

Obamanu, B. J., & Onuoha, C. O. (2012). Students conceptual difficulties in electrochemistry in senior secondary schools. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 3 (1), 99-102.

Ojokuku, G. O., &Amadi, E. O. (2010).STAN Chemistry panel series: Teaching electrochemistry: A handbook for chemistry teachers, (Pp. 4-14). Kano: Science Teachers Association of Nigeria.

Okebukola, P. A. (1985). Effect of cooperative, competitive and individualistic laboratory interaction pattern on students’ performance in Biology. Unpublished Ph.D. thesis, University of Ibadan: Ibadan, Nigeria.

Olorundare, A. S. (2011). Correlates of poor academic performance of secondary school students in the sciences in Nigeria. Paper Presented at the International Institute for Capacity Building in Higher Education, Virginia State University, USA.

Oyelekan, O. S. (2006). Secondary school students’ level of understanding of selected chemistry concepts in Osun State, Nigeria.The African Symposium: An online Journal of African Educational Research Network, 6(3&4), 68-75. Available online at www.africanresearch.org

Oyelekan, O. S., & Olorundare, A. S. (2009). Development and validation of computer instructional package on electrochemistry for secondary school in Nigeria.International Journal of Education Using ICT, 5(2), 88-104. Retrieved October 10, 2013 from http://ijedict.dec.uwi.edu//viewarticle.php?id=677&layout=html

Piaget, J. (1965). The moral judgment of the child (Gabain, Trans.). New York: Free Press.

Salami, I. O. (2004). Effects of three instructional modes of student teachers’ performance in selected teaching skills. Unpublished Ph.D. Thesis, Ibadan: University of Ibadan, Nigeria.

Samuel, W. W., & John, G. M. (2004). Effects of cooperative class experiment teaching method on secondary school students’ chemistry achievement in Kenya Nakuru District. International education Journal, 5(1), 26-35. R

Sanger, M. J. & Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Researchin Science Teaching, 34(4), 377-398.

Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning:A reconciliation. Child Development, 58, 1161-1167.

Thompson, J., & Soyibo, K. (2000). Effect of lecture demonstration, discussion and practicalwork on 10th graders attitude to chemistry and understanding of electrolysis. Researchin Science and Technological Education, 20(1), 25-35.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.Cambrid MA: Harvard University Press.

West African Examinations Council (2003). Chief Examiners’ Reports for May/June WASSCE. Lagos: WAEC.

West African Examinations Council (2008). Chief Examiner’s Report May/June WASSCE Chemistry 1&2, 181-188. Lagos: WAEC.




How to Cite

Abdulwahab, N., Oyelekan, O. S., & Olorundare, A. S. (2019). Effects of Cooperative Instructional Strategy on Senior School Students’ Achievement in Electrochemistry. International Journal of Physics &Amp; Chemistry Education, 8(2), 37–48. Retrieved from https://www.ijpce.org/index.php/IJPCE/article/view/35