Impact of Cooperative Learning Module on the Cognitive Achievement of Fourth Scientific Grade Students in Chemistry Academic
DOI:
https://doi.org/10.64940/jfath/2025.29.3.06Keywords:
Cooperative Learning, Cognitive Achievement, Chemistry, Fourth Scientific GradeAbstract
The research aims to identify the impact of the cooperative learning module on the cognitive achievement of fourth scientific grade students.
In order to achieve this goal, the following null hypothesis has been formulated:
“There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who study using the cooperative learning method and the mean scores of the control group students who study using the traditional method in the final achievement test”.
The research was conducted on the fourth scientific grade students at Al-Mishkat Mixed School, and the research sample was divided into two groups (experimental and control).
Equivalences were conducted using a set of variables (a prior knowledge test in chemistry and chemistry grades for the first semester of the academic year (2024–2025).
The experimental group was taught using cooperative learning, consisting of 14 male and female students, the control group, which was also consisting of 14 male and female students, was taught using the traditional method.
The research requirements were prepared, including the selection of the scientific material, the formulation of behavioral objectives, and the preparation of daily teaching plans for the students of both the experimental and control groups.
The research tools included an achievement test in chemistry consisting of 25 items. Test reliability and psychometric properties were determined, and the researcher applied the research tools after completing the experiment.
The research results were extracted after completing the experiment using the Statistical Package for the Social Sciences (SPSS), and they showed that the students in the experimental group outperformed in the chemistry achievement test.
In light of these results, several conclusions were proposed, the most important of which is the impact of cooperative learning on the cognitive achievement of chemistry among fourth preparatory scientific grade students. Additionally, teaching through cooperative learning provides teachers with a positive role, moving away from traditional rote methods.
The researcher recommended several suggestions, the most notable being: encouraging science teachers, especially chemistry teachers, to use cooperative learning as one of the modern teaching strategies, as this approach contributes to achieving many objectives of chemistry teaching. Furthermore, science teachers should be guided to adopt teaching methods linked to student activities, which enhance the student's role and make them active and engaged participants in the educational process.
As a continuation of the current research, the researcher suggests conducting studies that utilize cooperative learning in teaching different grades and subjects, in addition to exploring other educational variables.
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