Effect of cooperative learning on students’ achievement and retention in electrical work maintenance in Government Technical Colleges.

Abstract

The research was designed to study effect of cooperative learning on achievement and retention of electronic work students in Government Technical Colleges in Niger state. Specifically the study determine the difference in mean achievement scores between the students taught with cooperative learning and those taught with conventional method and determine the difference in mean retention scores between the student taught with cooperative learning and those taught with Conventional method in electrical work maintenance course. 2 research questions and 2 null hypotheses were formulated and tested at 0.05 level of significance to guide the study. 20 objective questions and 2 theories were used to collect data for the study. The study used the quasi-experimental design. Specifically, the pretest-posttest-retention design with experimental and equivalent control group was used. The target for the population consists of 4 teachers in technical colleges and 179 students in TC 2 in Government Technical Colleges in Minna and Bida. Data obtained were analyzed using mean, standard deviation and z-test statistics. The findings of the study showed that the cooperative learning methods as an active learning have affected students achievement and retention positively. Based on the finding, it was recommended among others that cooperative learning method should be put to use and students are likely going to perform well in internal and external examination.