EFFECTS OF COOPERATIVE LEARNING STRATEGY WITH MODELS ON ACADEMIC ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG PRE-NATIONAL DIPLOMA STUDENTS IN KADUNA STATE

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dc.contributor.authorRebecca, Ronke OLAREWAJU
dc.date.accessioned2014-03-05T10:26:41Z
dc.date.available2014-03-05T10:26:41Z
dc.date.issued2012-11
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATION DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIA NOVEMBER, 2012en_US
dc.description.abstractThe purpose of this study was to determine the effects of Cooperative Learning Strategy with Models on Academic Achievement and Retention of some Biology Concepts among Pre-ND students in Kaduna State. A randomly selected sample of 100 students from the four Federal Monotechnical Colleges in Kaduna State made up the subjects for the study. These subjects were divided into four groups; three experimental and one control. A pretest administered to the subjects established their equivalent ability. Quasi experimental control design was adopted. The instrument used for data collection, the Biology Achievement Test (BAT) was developed by the researcher and validated by biology education specialists. The BAT has reliability coefficient (r) .89. The subjects in the experimental groups were exposed to treatment, while the subjects in control groups were taught using the traditional lecture method, for a period of six weeks in each case. Six research questions were raised while six null hypotheses were formulated and tested using t test statistics at P≤ 0.05 level of significance. The major findings from this study included a significant difference in achievement of biology concepts between the experimental groups and the control group in favour of the experimental groups. There was a significant difference in the retention of biology concepts between the experimental groups and the control group in favor of the experimental groups. The experimental groups retained biology concepts better than the control group. Based on these findings, it was recommended, among others, that lecturers should be encouraged to use models along with cooperative learning strategy in the teaching of biology concepts in tertiary institutions. 20 CHAPTER ONE THE PROBLEM 1.1 Introductionen_US
dc.identifier.urihttp://hdl.handle.net/123456789/3283
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectCOOPERATIVE LEARNING STRATEGYen_US
dc.subjectCOOPERATIVE LEARNING STRATEGYen_US
dc.subjectMODELS.en_US
dc.subjectPRE-NATIONAL DIPLOMA STUDENTS,en_US
dc.subjectKADUNA STATEen_US
dc.titleEFFECTS OF COOPERATIVE LEARNING STRATEGY WITH MODELS ON ACADEMIC ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG PRE-NATIONAL DIPLOMA STUDENTS IN KADUNA STATEen_US
dc.typeThesisen_US
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