EFFECTS OF COOPERATIVE LEARNING ON ACADEMIC PERFORMANCE AND ATTITUDE TOWARDS CITIZENSHIP EDUCATION OF NIGERIA CERTIFICATE IN EDUCATION SOCIAL STUDIES STUDENTS IN NIGERIA
EFFECTS OF COOPERATIVE LEARNING ON ACADEMIC PERFORMANCE AND ATTITUDE TOWARDS CITIZENSHIP EDUCATION OF NIGERIA CERTIFICATE IN EDUCATION SOCIAL STUDIES STUDENTS IN NIGERIA
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Date
2019-08
Authors
Jummai Halima, ALHASSAN
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Abstract
This study examined the effects of Cooperative Learning on academic performance and attitude towards
Citizenship Education of Nigeria Certificate in Education social studies students in Nigeria. Six objectives,
research questions and hypotheses guided the study. The study employed descriptive survey and quasiexperimental
design. The population of this study was all N.C.E II Social Studies students in North-western
zone of Nigeria, which stood at six thousand and twelve (6012). Out of which a sample of 400 participants
were selected through simple and stratified random sampling techniques. The Citizenship Education
Performance Test (CEPET) and The Attitude of Students toward Citizenship Education Scale (ASSEC) were
used for data collection. The instrument was validated by supervisors and research experts. Reliability index
of 0.85 for (CEPET) and 0.81 (ASSEC) instruments were obtained. Mean and Standard deviation (SD) were
used to answer the research questions, t-test statistics to test the null hypotheses 1 and 2, while a two-way
ANOVA was used to test null hypotheses 3 to 6. The study revealed that significant difference existed
between the mean score on academic performance and the attitude scores of NCE Social Studies students
taught using cooperative learning approach and those taught with conventional method. There was also,
significant difference between the mean scores of urban and rural N.C.E Social Studies students taught using
cooperative learning approach and those taught using conventional method on attitude towards citizenship
education. However, there was no significant difference between both the mean score on academic
performance and attitude scores of male and female NCE Social Studies students taught using cooperative
learning approach and those taught using conventional method. Also, significant difference was not found
between the mean academic performance scores of urban and rural NCE Social Studies students taught using
cooperative learning approach and those taught using conventional method. Based on the findings, it was
recommended that, curriculum planners in Social Studies should emphasize the use of cooperative learning
approach as instructional strategy at N.C.E level in Nigeria among others. Also teachers of Social Studies
should be given continuous and comprehensive training in the use of cooperative learning approach.
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU
BELLO UNIVERSITY, ZARIA NIGERIA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DOCTOR OF PHILOSOPHY IN
EDUCATION SOCIAL STUDIES
DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA