Effects of Team-Pair-Solo Cooperative Learning Strategy on Senior Secondary Two Students' Achievement in Physics in Jos Metropolis, Nigeria

Abstract

This study investigated the effort of Team-Pair-Solo cooperative learning strategy (TPS) on senior secondary two students' achievement in physics in Jos metropolis, Nigeria. Students' achievement in physics has continued to fluctuate in Nigeria, exhibiting traces of under-achievement, over the years. The pre-test, post-test non-equivalent control group quasi-experimental research design was used. The sample size of 88 students offering physics from intact classes in two schools obtained by the purposive and simple random sampling techniques, was used for the study. The experimental group consisted of 22 male and 20 female students while the control group consisted of 27 male and 19 female students. The instrument developed for the study was the Physics Achievement Test (PAT) which consisted of 40 multiple-choice items in the concepts of motion, heat energy measurements and linear momentum. The reliability coefficient of PAT, using the Kuder-Richardson formula 20 on SPSS version 25, was determined as 0.91. The mean was used to answer three research questions raised for the study and the t-test was used to test the two formulated hypotheses at α=0.05 level of significance. Findings from the study revealed that students taught using TPS achieved higher in physics than those taught using conventional lecture method of instruction (CLM). It was also revealed that the TPS is gender-friendly. It was recommended that physics teachers should adopt the use of TPS;and that curriculum planners education policy makers should incorporate TPS into secondary school physics curriculum so that teachers can effectively implement the strategy.