Author Information
Joy Johnbest Egbo, Enugu State University of Science and Technology, NigeriaNgozi M. Eya, University of Nigeria Nsukka, Nigeria
Cynthia Onyinye Omeje, Enugu State University of Science and Technology, Nigeria
Isaac Elaochi, Kogi State College of Education Technical Kabba, Nigeria
Abstract
This study was conducted to determine the predictive power of cooperative classroom interaction on students’ academic achievement in chemistry in Kogi East and West senatorial districts. two research questions and two null hypotheses guided the study. A correlational statistical research design was used. The population of the study was 7,617 with a sample size of 384 SS II Chemistry students. Multistage sampling procedure was adopted. Two instruments were used for data collection which were Chemistry Cooperative Classroom Interaction Inventory (CCCII) and Chemistry Achievement Test (CAT). Content validity of CAT was developed using table of specification, the construct validity of CCCII was determined using factor analysis and 15 items considered factorially pure were selected while the impure were rejected. The reliability indices obtained for CCCII was 0.87 while reliability index of 0.71 was obtained for CAT. Data collected were analysed using regression analysis, Analysis of Variance (ANOVA) and t-test. The findings showed that the Predictive power of Cooperative classroom interactions on students’ Academic Achievement in Chemistry is moderate and significant; the Predictive power of Cooperative classroom interactions on students’ academic achievement in chemistry as moderated by gender is moderate and significant. Based on the findings, it was recommended among others that Conferences, seminars and in-service training in chemistry should be organized by school administrators and government for teachers to enable them gain adequate knowledge and experiences on cooperative classroom interaction style and use it during chemistry instruction.
Paper Information
Conference: ECE2025Stream: Teaching Experiences
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Egbo J., Eya N., Omeje C., & Elaochi I. (2025) Cooperative Classroom Interaction as Predictors of Students’ Academic Achievement in Chemistry ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 39-52) https://doi.org/10.22492/issn.2188-1162.2025.4
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.4
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