EFFECTIVENESS OF COOPERATIVE LEARNING AND RECIPROCAL TEACHING STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN DIFFICULT BASIC SCIENCE AND TECHNOLOGY CONCEPTS

Abstract

This study investigates the effectiveness of cooperative learning and reciprocal-teaching in addressing the challenges associated with teaching difficult Basic Science and Technology concepts in senior Junior secondary schools. Traditional lecture-based methods often struggle to achieve desired learning outcomes in this domain. To address this issue, the researchers explored the impact of cooperative learning and reciprocal-teaching on students' achievement in Basic Science and Technology concepts. A quasi-experimental design was employed, involving 283 students from nine co-educational public Junior secondary schools in the Southern Education zone of Plateau State. Data was collected using a validated Basic Science and Technology Achievement Test (BSTAT) with a reliability index of 0.93. Analysis of covariance (ANCOVA) was utilized to test the hypotheses at a 0.05 level of confidence. The findings suggest that cooperative learning and reciprocal-teaching significantly enhance students' achievement in difficult Basic Science and Technology concepts. Based on these results, it is recommended that teachers in Plateau State, and indeed Nigeria, adopt these techniques to improve teaching effectiveness. Furthermore, there is a need to develop teachers' capacity in utilizing these methods to facilitate better learning outcomes in Basic Science and Technology education.