Co-Operative Learning Strategy and Academic Achievement of Business Studies Students in Secondary Schools in Wukari Education Zone, Taraba State, Nigeria.

Abstract

   The study investigated the Effects of Co-Operative Learning Strategy on the Academic Achievement of Business studies Students in secondary schools in Wukari Education Zone, Taraba State, Nigeria. Two important theories namely Levi’s Social Interdependence Theory (1948) and Bandura’s Social Learning theory (1977) were used to support the study. The study adopted quasi-experimental design; specifically, pre-test, post-test, non-equivalent, control group. The study consisted of three instructional strategies (STAD Model, Jigsaw II Model and Lecture methods of teaching which served as the control) which were the independent variables and the academic achievement which forms the dependent variable of the study. The study was conducted in Wukari Education Zone of Taraba State, Nigeria. The population of the study consisted of all the 2,684 Business Studies Students from the 47 Public Secondary Schools in Wukari education zone of Taraba State 2022/2023 academic session. The sample of the study was 219. The instrument for this study was Business Studies Achievement Test (BSAT) which consists of Fifty (50) items adapted from Standardized test conducted by West African Examination Council (WAEC) 2013-2022.