Influence of Cooperative Learning Strategy on University Students Achievement in Sociology: Implication for Educational Technology

Abstract

The study investigated the influence of cooperative learning strategy on university students achievement in sociology: Implication for educational technology. The research design used for the study was quasi experimental specifically non-randomized pretest posttest control group design. Two (2) research questions and two (2) null hypotheses guided the study. Sample for the study was 110, 200 level students (60 males and 50 females) selected from four schools (faculties) using purposive random sampling technique. Social studies achievement test (SOLAT) was used for data collection. The reliability co-efficient of the sociology achievement was found using Kuder Richardson formula 20 (KR – 20) to be 0.82. It revealed that cooperative learning is more effective than lecture method in terms of teaching method. Students taught sociology performed better than those taught with lecture method. In terms of gender boys, taught with cooperative learning strategy scored higher than the girls taught with the same strategy. It was recommended that cooperative learning should be used in the classroom settings and that there should be regular workshops, seminars and in-service training for teachers on the use of cooperative learning strategy.