Effect of collaborative and individualized learning strategies on students’ performance and retention in organic chemistry
Dr. AA Arokoyu, Nduudee Joy Nenalebari
The main purpose of this study was to investigate the effect of learning collaborative and individualized learning strategies on students’ performance and retention in organic Chemistry in Rivers State. Quasi-experimental design was adopted. The population consisted of all senior secondary two (ss11) Chemist Through purposive sampling technique two schools were selected and randomly assigned to the experimental and control groups. 115 students were involved in the study with 58 students in the collaborative intact group and 57 students in the individualized intact group. Three objective and three hypotheses guided the study. The instrument for data collection was a research-made test tagged Organic Chemistry performance Test (OCPT) which consisted of twenty-five (25) multiple-choice objective test items on general ability in Organic Chemistry constructed by the researcher. The instrument was validated by experts in Science Education and Chemistry evaluators. The instrument had a reliability coefficient of r = 0.78 using a test-retest method of estimating reliability. Both groups were presented with a pretest (OCPT) then after, the experimental group was taught organic chemistry with the collaborative learning method while the control group was taught using the individualized learning strategy. Both groups were thereafter post tested with OCPT. The data obtained were analyzed using mean and standard deviation for the research questions, while t-test and ANCOVA were used for the hypotheses which were tested at 0.05 level of significance. The results showed that the experimental taught organic chemistry using, collaborative learning strategy (CLS) performed better than the control group taught using individualized learning strategy (ILS). And that there was no significance difference between male and female performance in both collaborative and individualized learning strategies. In addition, the study also found that there is no significant interactive effect of learning strategies and gender on students’ performance and retention in organic chemistry. Based on the findings, it was recommended that teachers of Chemistry should intensify effort to ensure that students of Chemistry participate in group learning (collaborative) for better performance in organic Chemistry concepts.