Published Article

ABSTRACT

This study investigated the effects of co-operative/collaborative interaction in problem-based

learning (PBL) context on students’ achievement and interest in Basic Science. It was nonequivalent

control group. To guide the study, two research questions and hypotheses were

formulated. The area of the study was Ikot Ekpene Senatorial District of Akwa Ibom State. The

sample consists of 304 JSII Basic Science students drawn from 4 schools in Ikot Ekpene

Senatorial District of Akwa Ibom State. A total of 304 JSII Basic Science students were used for

the study. Instruments for data collections were Basic Science Achievement Test and Basic

Science Interest Inventory. The subjects in the study were exposed to pre-test treatment and posttest.

Data collected were analyzed using a 2-way ANCOVA. Scheffe test was used to determine

the level of difference between two means. The result from the analysis showed that there is a

significant effect on student overall achievement and interest in Basic Science at 0.05 level of

significance. The result showed that the students who use cooperative/ collaborative learning

strategy performed better than those who studied Basic Science using the traditional base

learning. Students who studies Basic Science with cooperative/ collaborative learning technique

showed more interest than those who use traditional lecture-based learning strategy. Based on

the findings it was recommended that Basic Science teachers should be encouraged to use

cooperative/collaborative learning technique as an alternative and supplement to traditional

lecture based learning.

KEYWORDS: Co-Operative/Collaborative Interaction, Problem-Based Learning (PBL)

Context, Students’ Achievement, Interest and Basic Science