In Kano State, Nigeria, The Effects of Cooperative Instructional Strategies on The Performance of Secondary School Students in Geography

The impacts of cooperative instructional methodologies (think-pair-share and Student Teams-Achievement Divisions) on secondary school students’ performance in geography in Kano State, Nigeria were explored. The study used a pre-and post-test quasi-experimental design. A total of four intact classes from two senior secondary schools in the Nassrawa Educational Zone of Kano State, Nigeria, were used to collect data. For the study, three research questions and three hypotheses were developed. For data collection, the researcher used two instruments: the Geography pre-diagnostic test and the Geography post-diagnostic test. To answer research questions, mean and standard deviation were employed, and hypotheses were tested using analysis of covariance (ANCOVA) with pre-test scores as covariates to correct for the sample’s baseline differences. A partial eta squared value of 0.017 suggested a substantial association between the pre-test and post-test scores on the Geography Performance Test. The findings showed that therapy had a significant negative impact on students’ performance (t(93) =-0.633, p=0.528) and (t(93) = 1.415, p=0.160).Based on the findings, it was suggested that geography teachers engage in collaboration in which students are held accountable for each other’s achievements. There are no gender differences between the two tactics. Students who were taught using the think-pair-share and student team accomplishment division methodologies outperformed those who were taught using the traditional method.