Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students’ Achievement, Gender and Motivation in Physics

Abstract

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together (LT) cooperative learning strategies on Nigerian secondary students’ achievement and motivation in physics. The effectiveness of computer assisted instructional package (CAI) for teaching physics concepts in cooperative settings was determined using Pretest-Posttest Experimental group design. The reliability coefficient of the research instruments were .71 and .82 using Kuder-Richardson KR-20 and 21 respectively. Some 90 (45 male and 45 female) students from three secondary schools in Minna, Nigeria made-up the sample. The schools were randomly assigned to experimental group I (STAD), experimental group II (LTM) and control group (Individualized Computer Instruction, ICI). Results revealed that the students taught with STAD and LTM performed significantly better than their counterparts taught using individualized computer instruction (ICI). The cooperative learning strategies were found to be gender friendly. Based on the findings, physics teachers should be encouraged to use computerassisted STAD cooperative teaching strategy to enhance students’ academic achievement, retention and motivation in physics.