ZENITH International Journal of Multidisciplinary Research
Year : 2019, Volume : 9, Issue : 6
First page : ( 180) Last page : ( 191)
Online ISSN : 2231-5780.

Effect of cooperative learning on scholastic achievement of high school Students: An empirical study

Dr. Dahiya Sarita¹, Sonia²

¹Assistant Professor-III, Department of Education, M.D.U., Rohtak, Haryana Email- sarita.dahiya.in@gmail.com

²Senior Research Fellow, Department of Education, M.D.U., Rohtak, Haryana Email- soniagahlawat1987@gmail.com

Online published on 10 September, 2019.

Abstract

The present experimental study was undertaken to determine the effect of cooperative learning strategy i.e. student teams achievement division (STAD) on the scholastic achievement among ninth grade students in relation to gender. Ninth standard students of the schools situated in Jhajjar city affiliated to Haryana Board comprised the population of the study. 64 students (32 boys and 32 girls) selected through multi-stage random sampling technique constituted the sample of the study. 64 students after equating on the basis of intelligence level & socioeconomic status were equally divided among two group i.e. experimental group (E) & control group (C). Group Test of intelligence by Ahuja (2012) was used to assess the intelligence level of students. Socio-economic status scale by Kalia & Sahu (2012) was used to measure socio economic status of students. Achievement test in science (developed by investigator) was used to measure scholastic achievement of students in science. Statistical techniques like ANOVA and ttest were used to analyze the obtained data. Cooperative learning was found more effective instructional paradigm for enhancing scholastic achievement of high school students as compared to conventional method.

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Keywords

Cooperative Learning Strategy, Gender, Multi stage, Paradigm, Scholastic Achievement.

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