Abstract:
The study assessed the impact of cooperative learning on performance of Economics students in senior high school in Ghana. A quantitative approach was employed, utilizing a quasi-experimental design that included pre-tests and post-tests with control groups. The study comprised of 164 economics students (19 in the business class and 145 in the general arts classes). A 50-item achievement test and a 29-item questionnaire were used to collect the data. The experimental group was taught using the think-pair-share and Jig-saw techniques for six weeks each, whereas the control group was taught using traditional teacher-centred method for 12 weeks. Data analysis involved descriptive statistics (frequency, percentages, mean, and standard deviation) and inferential statistics (independent sample t-test and paired sample t-test). There was no statistically significant difference in the pre-test achievement mean scores between the experimental and control groups. However, a statistically significant difference emerged in the post-test achievement mean scores, favouring experimental group, indicating their superior performance. This indicates that cooperative learning (CL) strategies, specifically jigsaw and think-pair-share, significantly enhanced students’ academic performance in economics. Also, students in the experimental group held positive perceptions of CL, with no discernible gender-related differences. In conclusion, the study found that Jigsaw and think-pair-share are effective strategies for enhancing students’ learning in economics. As a recommendation, economics educators are encouraged to incorporate CL strategies, especially the jigsaw and think-pair-share models, into their teaching methods to boost the academic performance of economics students.
