IMPROVING ACADEMIC ACHIEVEMENT OF STUDENTS IN CHEMISTRY USING PEER-LED TEAM AND COOPERATIVE LEARNING APPROACHES

Abstract

Abstract
The study investigated effectiveness of Peer-Led Team Learning (PLTL) and
Cooperative Learning (CL) as against the Conventional Instructional Strategy (CIS)
on the academic achievement of students in secondary school Chemistry in Osun
State, Nigeria. The study adopted pretest, post-test, non-equivalent, experimental
research design. The population comprised all Chemistry students in senior
secondary schools in Osun State with a sample of 91 SSS II Chemistry students which
were selected through multistage sampling procedure. One senatorial district was
selected from available three and three local government areas were selected from
the selected senatorial district by simple random sampling technique. One senior
secondary school was selected from each of the selected local government areas
through the simple random sampling technique. One intact class of Chemistry
students was selected from each of the schools. One school was assigned to each of
the two experimental and one control groups. Validated Chemistry Achievement Test
with reliability coefficient of 0.82 was used as instrument and data collected was
analysed using One-way Analysis of Covariance. The result showed a significant
difference in the performance of students taught using PLTL, CL, and CIS (F=3.629,
p<0.05). Tukey Post-Hoc analysis revealed that the students in the CL group
performed better than those in other two groups. The study recommended that
IJCIISE, Vol. 2, No 1, 2026 cooperative learning strategy should be incorporated into teaching and learning of
Chemistry.