[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588812-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588812-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","effect-of-co-operative-learning-strategy-on-senior-secondary-school-studentsachievement-in-woodwork-technology","EFFECT OF CO-OPERATIVE LEARNING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN WOODWORK TECHNOLOGY","","This study examined the effect of co-operative learning strategy on senior secondary school students’ achievement in woodwork technology in Nigeria using a pre-test, post-test non-equivalent control group quasi-experimental design. The experimental group received co-operative learning for eight weeks, while the control group used conventional teaching. Woodwork Technology Achievement Test (WTAT) measured outcomes, yielding a reliability coefficient of 0.85. Results indicated significantly higher performance for the experimental group, with no significant gender main or interaction effects.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effect-of-co-operative-learning-strategy-on-senior-secondary-school-studentsachievement-in-woodwork-technology/588812/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effect-of-co-operative-learning-strategy-on-senior-secondary-school-studentsachievement-in-woodwork-technology/588812.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research design was used to study the effect of co-operative learning?","Question",{"text":63,"@type":64},"A pre-test, post-test non-equivalent control group quasi-experimental design was used over eight weeks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was students’ achievement in woodwork technology measured?",{"text":68,"@type":64},"Achievement was measured using the Woodwork Technology Achievement Test (WTAT) with KR-20 reliability of 0.85.",{"name":70,"@type":61,"acceptedAnswer":71},"Did gender affect students’ achievement under co-operative learning?",{"text":72,"@type":64},"Gender showed no statistically significant main influence, and the interaction effect of treatment and gender on achievement was not statistically significant.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588812,1792116777,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","EFFECT OF CO-OPERATIVE LEARNING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN WOODWORK TECHNOLOGY  \nOladiran S. OLABIYI, Adeneye O. A. AWOFALA  \nAbstract: This study explored the aftermath of co-operative learning strategy on senior secondary school students’ achievement in woodwork technology in Nigeria within the scheme of the pre-test, post-test non-equivalent control group quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group undergone tutelage with the co-operative learning strategy while the control group received instruction with the conventional teaching method for eight weeks. One instrument, Woodwork Technology Achievement Test (WTAT) with KR-20 reliability coefficient of 0.85 was used for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork technology than students in the control group. Also, male students slightly outperformed their female counterparts in woodwork technology with cooperative learning strategy, although no significant difference existed between genders taught woodwork technology using cooperative learning strategy. Gender had no statistically significant main influence on students’ achievement in woodwork technology. Also, the interaction effect of treatment and gender on students’ achievement in woodwork technology was not statistically significant. The co-operative learning strategy made lesson more interesting, easy and created friendship among students. It was thus, recommended that co-operative learning strategy be adopted as a close substitute to the conventional teaching method in teaching woodwork technology in senior secondary schools in Nigeria.  \nKey words: Co-operative learning strategy, achievement, woodwork technology, conventional teaching method  \n1. Introduction  \nAll over the world, technological innovation remains the benchmark for judging country’s development. Technology education is not only vital to the sustenance of individuals but helped to promote the growth and advancement of a country technically and industrially (Alebiosu & Ifamuyiwa, 2008) . Presently, it is the general consensus that technology literacy is the pertinent doorway to the continued existence of a country mechanically and this is achievable through technical vocational education and training (TVET) . The Nigerian education system is designed to cultivate in the minds of individuals critical thinking ability to solve everyday problems and contribute significantly and meaningfully to the growth and advancement of the Nigerian society. Albeit, there are distinct subjects in the curriculum of schools at the pre-tertiary education level in Nigeria and these subjects were carefully crafted to deliver dividends of education when properly articulated and taught thereby enhancing the formidable goals of Nigerian education as exemplified in the National Policy on Education (FRN, 2013) . One of such subjects in senior secondary school curriculum is woodwork technology.  \nWoodwork technology as a TVET subject is offered and implemented in senior secondary schools in Nigeria. Woodworking is a deliberate activity of skillfully crafting objects from wood, and is associated with furniture making, wood statuette, and wood turning. It is important to note that the daily improvements in contemporary technology and the pressures from industries have significantly changed woodwork technology as a formidable and dynamic field of study. The advancement in  \ncomputer aided machines has made woodworking an interesting vocational subject to the extent that more products can be mass-produced with little or no waste. Woodworking is the deployment of technically creative knowledge and dexterity in the planning, assortment of materials, assembling and fastening of two or more pieces of wood together or wood to other structural materials to produce products.  \nThe programme for wo","cbCaibhMANLNo0Xe","https://ap.wps.com/l/cbCaibhMANLNo0Xe","pdf",390641,12,"English","# Introduction\n## Woodwork technology in Nigeria\n## Purpose and instructional context\n## Problem statement and research rationale","[{\"question\":\"What research design was used to study the effect of co-operative learning?\",\"answer\":\"A pre-test, post-test non-equivalent control group quasi-experimental design was used over eight weeks.\"},{\"question\":\"How was students’ achievement in woodwork technology measured?\",\"answer\":\"Achievement was measured using the Woodwork Technology Achievement Test (WTAT) with KR-20 reliability of 0.85.\"},{\"question\":\"Did gender affect students’ achievement under co-operative learning?\",\"answer\":\"Gender showed no statistically significant main influence, and the interaction effect of treatment and gender on achievement was not statistically significant.\"}]","EFFECT OF CO-OPERATIVE LEARNING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN WOODWORK TECHNOLOGY | PDF",1792065985]