Effects of Cooperative Learning on Students Academic Achievement and Retention in Blocklaying, Bricklaying and Concreting Work in Technical College in Niger State

Abstract

This study was carried out to consider the effect of cooperative learning on students’ academic achievement and retention in Blocklaying, Bricklaying and Concreting work in Technical Colleges of Niger state. Nigeria. Four (4) research questions and four (4) hypotheses were formulated to guide the study. The study was carried out in four (4) Technical Colleges in Niger State, the instrument that was used for data collection was Blocklaying, Bricklaying and Concreting achievement test (BBCAT) consisting of forty (40) multiple-choice items. The population of the study was sixty (60) comprising of all TC II Blocklaying, Bricklaying and Concreting students. Data analysis was done using mean and standard deviation, while Null hypothesis were tested using Analysis of covariance (ANCOVA). The study finds out that Cooperative learning (STAD) method is more effective than the conventional lecture method on student Academic Achievement in Blocklaying, Bricklaying and Concreting work and also students taught Blocklaying, Bricklaying and Concreting work with Cooperative learning (STAD) method have higher retention as compared with those taught with conventional lecture method among others. Consequently, it was recommended among others that refresher course on should be organized for teachers and educational administrators at all tires of government.