IMPACT OF COOPERATIVE LEARNING ENRICHED WITH ANALOGY ON RETENTION AND PERFORMANCE IN ECOLOGY AMONG SECONDARY SCHOOL SLOW LEARNERS, KANO STATE, NIGERIA

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dc.contributor.authorSANI, Mudassir Yau
dc.date.accessioned2018-08-10T08:51:38Z
dc.date.available2018-08-10T08:51:38Z
dc.date.issued2017-02
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER DEGREE IN SCIENCE EDUCATION (M.Sc. SCIENCE EDUCATION) DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThe study investigated the impact of cooperative learning enriched with analogy on retention and performance among secondary schools ecology slow learners in Dawakin Kudu Education Zone, Kano State Nigeria. The study adopted a pretest, posttest quasi experimental control group design. The population consisted of 5145 SS2 biology students made up of 3362 males and 1783 females. Stratified random sampling technique was used to select the sample due to gender difference in senior secondary schools in Kano state. Four schools were randomly selected using balloting method which involved picking from the container, two were females’ schools and two were males’ schools. One hundred and twenty (120) identified slow learners were purposively selected from the four sampled schools. 60 students were in the control group taught using lecture method; while 60 students were in the experimental group and taught using enriched cooperative learning strategy. The two groups were taught ecology concepts for six weeks. One instrument, Ecology Performance Test (EPT) was used for data collection and this instrument was adapted from WAEC objective past question papers which has a reliability coefficient of (r= 0.84). Four research questions were raised; one of which is: what is the mean difference between the mean scores of slow learners taught ecology concepts using cooperative learning enriched with analogy and those taught with lecture method?. Four hypotheses were raised; one of which is: there is no significant difference on the mean scores of slow learners taught ecology concepts using cooperative learning enriched with analogy and those taught using lecture method. These hypotheses were tested using t-test statistics at P≤0.05 level of significance. The findings of the study showed that slow learners taught ecology concepts using cooperative learning enriched with analogy performed significantly better than those taught with lecture method. It was recommended that biology teachers should use enriched cooperative learning enriched when teaching ecology conceptsen_US
dc.identifier.urihttp://hdl.handle.net/123456789/10060
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectCOOPERATIVE LEARNING ENRICHED,en_US
dc.subjectANALOGY,en_US
dc.subjectRETENTION,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectECOLOGY,en_US
dc.subjectSECONDARY SCHOOL SLOW LEARNERS,en_US
dc.subjectKANO STATE,en_US
dc.subjectNIGERIA,en_US
dc.titleIMPACT OF COOPERATIVE LEARNING ENRICHED WITH ANALOGY ON RETENTION AND PERFORMANCE IN ECOLOGY AMONG SECONDARY SCHOOL SLOW LEARNERS, KANO STATE, NIGERIAen_US
dc.typeThesisen_US
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