Improving Students’ Academic Performance in Chemistry Through a Cooperative Learning Approach in Advanced Level Selected Public Secondary Schools in Rusizi District in Rwanda
Valens Mbonyintwari – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda.
Department of Science-Teacher Training College of Mururu.
Wellars Utetiwabo – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda.
Department of Science Education, School of Mathematics and Science Education, College of Education, University of Rwanda.
Email: vavantwari@gmail.com/ w.utetiwabo@ur.ac.rw
Abstract: Different studies showed that Chemistry teachers in secondary schools often encounter challenges pertaining to devising suitable instructional approaches that improve students’ academic performance. As a result, this study investigates the effect of cooperative learning (CL) on improving students’ academic performance in Chemistry. The target population included 330 participants and was considered as the sample for the study. Employing a mixed research approach with quantitative and qualitative data, a questionnaire, Chemistry achievement tests, and structured interviews were used to collect data. Paired samples t-test results indicated a significant effect of cooperative learning among students in the experimental group compared to their counterparts in the control group. Results showed various challenges that hinder Chemistry cooperative learning, such as a lack of resources, large class size, internet connectivity, and language barriers. The study results advocate for urgent collaboration of different stakeholders in education to address these pressing challenges and suggest that a cooperative learning approach can be used as imperative towards improving students’ academic performance in Chemistry.
