Influence of Cooperative Learning on Chemistry Students’ Achievement, Self-efficacy and Attitude

The study utilized the quasi-experimental research design and it also made use of non-equivalent comparison group design. The experimental group was taught using the cooperative learning method while the comparison group was taught using the lecture-discussion method. The respondents consisted of 112 first year Associate in Health Science Education (ASHE) students who were enrolled in General Chemistry classes at Liceo de Cagayan University, Cagayan de Oro City during the second semester of school year 2005-2006. The experimental group was first oriented with cooperative learning method using numbered heads together model for two weeks and was taught using numbered heads together strategy for six weeks. The comparison group was taught using the lecture-discussion approach for the same period of time. Findings show that there is a significant difference in the students’ achievement for both groups. T-test revealed that there is a significant difference in the student’s self-efficacy for both groups. Furthermore, the study also revealed that there is a significant difference on students’ attitude towards chemistry for both groups. However it was found out that the experimental group had a more positive attitude towards chemistry.

Key words – Numbered-Heads Together Model, cooperative learning, chemistry students’ achievement