EFFECTS OF COLLABORATIVE AND COMPETITIVE LEARNING ON THE ACHIEVEMENT OF STUDENTS’ PERFORMANCE IN CHEMISTRY

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Science plays a very important role in the development of any nation. Science is a way of thinking in pursuit of understanding nature, a way of investigating and a body of established knowledge (Aniodoh,2012). Science therefore is very crucial in shaping the way we think, explore, generate and apply knowledge about our environment. The importance of science in national development can hardly be over emphasized, according to (Ivowi, 2003). The development of a nation depends largely on the level of scientific and technological literacy possessed by the citizenry.

Infact, the development of critical thinking as a desirable educational outcome requires teaching methods which help learners improving their ability in critical thinking and increase their tendency to use such skills (Lampert, 2006). Therefore, the teachers’ correct understanding of appropriate teaching methods and effective factors influence many motivational variables of learners such as tendency to think critically.

Chemistry is a branch of science which deals with the studies of the structure, composition, properties and reactions of matter in different forms. Chemistry is very important in the technological development of the nation. According to Asiyai (2005), it is one of the core subjects that students require to pass at credit level in order to qualify for admission into tertiary institution and this call for adoption of proper method of teaching. Chemistry is still a subject that is considered difficult and boring to many science students. Studies reveal that, academic achievements of students in chemistry at senior secondary certificate examination (SSSCE) has consistently been very poor and unimpressive (Njoku, 2005).

Lazarowitz, Hertz-Lazarowitz, and Baird(1994) have criticized the lecture method used by teachers because only hardworking students can benefit from it. Students should be given the opportunity to develop, to interact, and to share with friend through collaborative learning activity. Thus, the cognitive and affective development of students in chemistry can be improved. An alternative method for the delivery of material is collaborative learning.

In recent years, collaborative learning method, which attracts the attention of many educators, represents an alternative to the traditional learning method. Collaborative learning is a process in which students learn by working in small groups and helping each other’s learning for a common goal. Students encourage and support each other, assume responsibility for their own and each other’s learning, employ group related social skills, and evaluate the groups progress. According to Johnson and Johnson (1991), in order to construct a lesson with collaborative method, five basic principles must be provided: positive interdependence, face-to-face primitive interaction, individual accountability, appropriate use of social skills, and processing group functioning.

Collaborative learning strategy (CBLS) is a method of learning in which students’ team together to explore a significant question or create a meaningful project. This learning strategy shares many of the same traits as cooperative learning strategy. However, the major difference is its being more student-centered than cooperative learning. Collaborative learning provides the driving force for social constructivism where students are in control of their own learning and ultimately, the outcome of their learning. Collaborative learning is more concerned with a specific outcome based on teacher facilitation and transmission of knowledge. Collaborative learning is best suited to an arrangement of groups where students can freely interact with one another and construct their ideas together.

In collaborative learning students assume new roles in classroom. Their major roles are collaborator and active participants in the construction of their own knowledge (Webb, Troper, &Fall 1995). Collaborative learning also encourages students to interact and to communicate with peers in harmony. In this way, collaborative learning promotes values such as honesty, cooperation, mutual respect, responsibility, tolerance, and willing to sacrifice a consensus. Execution of duties in collaborative learning can help develop self-confidence in students. Furthermore, collaborative learning in an effective approach that

Chemistry teachers need to incorporate into their teaching. Collaborative learning promotes deep learning of materials and helps students to achieve better grades (Shimazoe & Al-drich, 2010). According to in collaborative learning students tend to enjoy chemistry and this enjoyment motivates them to learn. Melihan and Sirri (2011) concluded that the collaborative learning method is more effective than the traditional teaching method in the academic success of students.

Competitive learning, on the other hand, is one in which students work against each other to achieve a good grade (Johnson and Johnson, 1999). In competitive learning students study independently and try to learn the materials better than others in the group. Competitive learning is most appropriate when students need to view learning materials (Johnson, Johnson & Holubec, 1998). In a traditional competitive classroom students are concerned with their individual grades and where they fit into grade curve. (Stahle, 1986) opined that emphasis is placed on doing better than everyone else. Competition fosters in a win-lose situation where superior students reap all rewards and recognition and mediocre or low achieving students reap none (Johnson and Johnson 1989). Typical teaching paradigms consist of individual student’s effort, characterized by competitive testing to assess student competence and create an evaluation hierarchy based upon grades. This approach leads to performance goal as the desired outcome of the educational experience.

Competitive learning is most appropriate when student need to view learned materials. It can be interpersonal (between individuals) or inter-group(between groups), (Johnson et al., 1986). When competition occurs between well-matched competitors, is done in the absence of a norm-referenced grading system, andis not used too frequently, it can be an effective way of motivating students to cooperate with each other (Cohen, 1994). Saunders (1992) contended that learning can only be formed by learners in their own minds using competitive learning strategy. Competitive learning occurs when one student goal is achieved and all others may fail to reach that goal. Competitive learning strategy can be applied between individuals or a group, where a group setting is appropriate.

According to Akinbola (2002), Nigeria present educational system is based on competition among students for grades, social recognition, scholarships and admission to higher schools.  He continued by saying that in a traditional classroom, students are concerned with individual grade and their place in the grade curve. Based on this fact, competitive learning strategy can be used to teach chemistry in our secondary schools. According to Okereke (2010), the primary goal of every educational institution is to achieve effective teaching and learning. Competition exists when there is scarcity of a desired learning outcome; students are then positioned to vie for the attainment of that outcome (Webster, 2007). Collaborative and competitive learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

1.2  Statement of Problem

Experts in Chemistry have advanced reasons for this negative development in education in the state among which are the use of learning methods adopted by some teachers. It has been the habit of Chemistry teachers to use the instructional methods that are mainly teacher-centered, that is those involving showing, telling and observing rather than the ideal practice, learning-by doing approach which involves both the teacher and the student participation. Learning methods that adopt the student-centered activities concept of development capability for developing skills and knowledge are conspicuously lacking. This trend of development could adversely affect the overall educational development of the state, if not checked and the Nation’s quest for industries, technological and economic development might be an illusion or mirage pursued.

The problem of student’s academic performance in Chemistry is not with the subject as it was but a lack of interest as a result of teaching method being used. Interest in the subject will critically influence students’ attentiveness, degree of commitment and concentration on learning. Relevance of subject matter to one’s concept of life and aspiration plays a major role in being interested and motivated while learning is taking place. Methods for learning Chemistry should therefore be made stimulating and attractive to students in addition to being the means of preparing and selecting the next generations of students of higher education who in turn become the nation’s professional teachers or leaders (Okocha, 1994).

Therefore it becomes imperative to explore by means of empirical data, the most effective instructional methods between lectures, collaborative and competitive methods of teaching and learning concepts in Chemistry.

1.3 Purpose of the Study

The purpose of the study is to mainly examine the effect of collaborative and competitive learning on students’ academic achievements. Specifically, the study seeks to:

1. To compare the academic achievement of chemistry students taught with collaborative learning strategy and those taught with competitive learning strategy.
2. To evaluate the gender difference in the collaborative and competitive learning on students achievement in chemistry.
3. Compare the effectiveness of competitive and lecture methods in learning chemistry concepts among secondary school students.
4. Compare the effectiveness of collaborative and lecture methods in learning chemistry concepts among secondary school students

1.4 Research Hypotheses

H_O1:There is no significant main effect of treatment on students’ who are exposed to  collaborative, competitive, and lecture learning method.

H_O2:There is no significant main effect of gender on students’ who are exposed to collaborative, competitive, and lecture learning method.

H₀₃: There is no significant interaction effect on students’ who are exposed to collaborative, competitive, and lecture learning method.

1.5 Significance of the Study

The study would be of great importance to chemistry students and teachers in Nigerian schools, bringing to their awarenessthe appropriate collaborative and competitive learning strategy used in different study skills in chemistry.

It is hoped that findings of this study would be useful to the followings: students, educational teacher, lecturers and researchers because the result of the study will serve as an avenue to work more cooperatively in their various fielding order to achieve higher cognitive skills like problem solving and critical thinking that will enable them tackle societal issues.

Teachers/lectures will benefit from the findings of this research work, as it would enable them know to organize the students for collaborative and competitive learning modes for a better academic achievement.

The result of this study may also be of benefit to educational planners/administrators who would know how to organize seminars, conferences and workshops for teachers in chemistry under the collaborative and competitive learning modes.

The findings of this research could be used by researchers as a valuable reference material, in libraries in universities and colleges of education for further researchers in education. Also this work would assist policy makers in the provision of effective chemistry curriculum and materials necessary for proper implementation of the school curriculum at the secondary level to improve students’ achievement in Chemistry.

 1.6 Scope of the Study

This study focuses on the effect of collaborative and competitive learning strategy on the achievement of students’ performance in Chemistry. The student gender would be considered on how it interaction with students interest to produce joint effort on achievement and interest in chemistry science.

1.7  Limitations of the study

Due to financial and time constraint the study would be limited to Senior Secondary Schools in Education District II Somolu Local Government Area, Lagos State.

1.8  Definitions of Terms                          

Chemistry: Chemistry is a branch of science education which is the study of the composition, properties and behavior of matter.

Collaborative Learning: an instruction method in which students work in groups toward a common academic goal.

Competitive Learning: An instruction method in which students work against each other independently to achieve a good grade.

Academic Achievement: This is known as student’s outcome in internal or external examination, test or continuous assessment. A good example is school impromptu test, short exams or oral test.

Individual Learning: an instruction method in which students work individually at their own level and rate toward an academic goal.

Lecture Method:  The lecture method is a teaching methodwhere the instructor acts as the primary information giver.

Get the Complete Project

This is a premium project material and the complete research project plus questionnaires and references can be gotten at an affordable rate of N3,000 for Nigerian clients and $15 for International clients.

Click here to Get this Complete Project Chapter 1-5