Cooperative Learning Strategy: A Basis for Creating Cooperative and Interactive Science Worksheets

Abstract

INTRODUCTION

This study investigated the effectiveness of cooperative learning strategy as a basis for creating cooperative and interactive science worksheets. It has become apparent that teaching science subject is very challenging since it is considered as the least learned subject taught among many schools. Therefore, there is a need to search for effective teaching strategies to address these needs. In this way, the researchers developed a cooperative learning strategy which uses an interactive science worksheet that promote interest and increased the level of students' performance. Cooperative learning strategy involves a situation in which students work together cooperatively and interdependently in small groups towards a group goal.

METHODS.

A quasi-experimental design was used by the researchers to carry out the study. The treatments were at two levels of traditional lecture method (control group) and cooperative learning strategy (experimental group). The respondents were the 86 Grade Eight students of Policarpo H. Millona Central Integrated School. Fishbowl sampling method was used in selecting the students to be in their respective group. Pre-test and a post-test questionnaire were the main instrument used to collect data from the respondents. The data collected from the administration of the instrument were analyzed using descriptive statistics, which involved the computation of the pre-test and post-test mean scores and standard deviation. Analysis of t-Test was computed for the two instructional groups.

RESULTS

The pre-test result of this study showed that there was no significant difference between the control and experimental group. The variance results of the two group are not that big which signifies that both classes are heterogeneous.

The result suggests that the two sections included in the study are almost the same, this means that the students' groupings are mix as to their abilities. Post-test scores revealed that students from the experimental group got a higher score compared to students from the control group. This means that the performance of the students from the experimental group is remarkably better as compared to the control group. It further revealed that there was a significant difference between the two groups.

DISCUSSIONS

Further results showed the positive response of students about implementing cooperative learning activities in the teaching learning process using science worksheets as a teaching tool. This only shows that implementers should use cooperative learning activities because students are more interested in doing collaborative work thus increased their level of performance. According to Johnson and Johnson (1999), cooperative learning experience promotes a more positive attitude towards the instructional experience than competitive or individualistic method. Many studies suggest that well-designed worksheets have had positive impacts on students learning achievements (Sasma-Oren & Ormanci, 2012). Based on the findings of the study, teachers in science is recommended to further develop cooperative and interactive science worksheets in order to increase the level of students' performance.