The effect of a cooperative learning environment on achievement test scores in stoichiometry of third year high school students

The effect of a cooperative learning environment (Jigsaw III) on the academic achievement in Stoichiometry of secondary concrete and transitional thinkers (68 for the experimental and 66 for the control) is investigated using a non-equivalent Pretest-Posttest control group quasi-experimental design. A 2x2 (cooperative vs. traditional methods, concrete vs. transitional thinkers) factorial design was used for the statistical analysis of the data. Cognitive levels were assessed using a Piagetian-based pencil and paper test called Task II. Academic Achievement was operationalized as the significant adjusted gain in scores on concrete and formal test items from the pretest and posttest scores on a teacher-made test. Analysis of variance (ANOVA) revealed that students experienced equivalent success in their performance in the Chemistry achievement test regardless of whether they were exposed to a cooperative learning environment or in a traditional setting. Concrete operational students exposed to a more traditional setting performed better on the concrete test items compared to concrete operational students who underwent Jigsaw III on the same test items. Concrete thinkers either in cooperative or traditional settings experienced equivalent successes on formal test items on the Chemistry achievement test. The performance of transitional thinkers on the formal test items on the Chemistry achievement test were comparable regardless of whether they were exposed to cooperative or traditional settings. Jigsaw III was perceived to be fun and enjoyable by students in the experimental group as they studied a more difficult concept. Students exposed to the more traditional lecture discussion expressed difficulty in comprehending the topic due to the extensive calculations involved and wished that peer interactions be explored in their study Stoichiometry