Exploring cooperative Learning on Students Learning Outcome in Oshimili South Local Government Area of Delta State

Exploring cooperative Learning on Students Learning Outcome in Oshimili South Local Government Area of Delta State

ABSTRACT

This study effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State. Five research questions guide the study. Literatures were reviewed under theoretical framework, conceptual framework and empirical related studies. The study adopted descriptive survey research design. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  The sample of the study comprised of 200 male and female senior secondary school students selected through simple random sampling technique to represent the entire population. The instrument used for data collection was a structured questionnaire titled “Effectiveness of Cooperative Learning On Students Learning Outcome Questionnaire (ECLSLOQ). A draft copy of the questionnaire was validated by two experts in Measurement and Evaluation from Federal College of Education (Technical) Asaba. A pilot study was carried out on 20 students from secondary schools in Oshimili North Local Government Area of Delta State using split-half method to ascertain the consistency of the validated instrument. The data collected was analyzed using Spearman Rank and it yielded a coefficient of 0.79 which shows that the instrument is reliable. The researcher administered 200 copies of the questionnaire to senior secondary school students and teachers in Asaba Urban. 197 were retrieved and analyzed. Data collected were analyzed using mean and standard deviation statistics. Findings of the study revealed among others that cooperative learning management techniques improves students’ academic performance in Oshimili South Local Government Area of Delta State. It was recommended among others that educational stakeholders should prioritize training teachers on effective cooperative learning techniques to enhance academic performance.

CHAPTER ONE

INTRODUCTION

• Background to the study

Education is the cornerstone of societal development, serving as a tool for equipping individuals with knowledge, skills, and values necessary for personal and collective growth. In today’s dynamic educational landscape, innovative strategies are crucial for enhancing learning outcomes and preparing students for future challenges. Among these strategies, cooperative learning management techniques have emerged as a powerful approach to improving student engagement and achievement.

Cooperative learning involves structured group activities where students work together to accomplish shared academic goals. Cooperative learning management techniques are instructional strategies where students work collaboratively in small groups to achieve common learning objectives (Adebayo, 2018). These techniques emphasize shared responsibility and interdependence among group members, fostering teamwork. They help in developing social skills, critical thinking, and communication abilities in students. By using structured group activities, teachers can promote deeper understanding and engagement with learning content. According to Okanlawon (2019), cooperative learning management techniques are methods employed by teachers to organize students into collaborative teams that facilitate active participation and mutual learning. These techniques shift the focus from teacher-centered to learner-centered approaches, encouraging peer interaction. They enhance individual accountability while also building collective problem-solving skills. This approach creates an inclusive learning environment that accommodates diverse perspectives and learning styles. Eze and Umeh (2020) define cooperative learning management techniques as structured approaches to group learning where students rely on one another to achieve academic goals. These techniques are designed to encourage positive interdependence and individual accountability within groups. They also provide opportunities for students to develop leadership and conflict resolution skills. Proper implementation of these techniques can significantly improve both academic achievement and social cohesion in the classroom. Cooperative learning management techniques are pedagogical practices that involve structuring student activities to maximize interaction and collaboration for academic and social benefits (Okafor, 2021). They rely on the principle that students learn better when working together than when working alone. These techniques require careful planning to ensure equitable participation and effective group dynamics. They also help in addressing classroom diversity by encouraging inclusive learning experiences. Ojo (2022) states that cooperative learning management techniques are frameworks that guide the facilitation of group learning, emphasizing shared goals, peer support, and collective accountability. These techniques help in breaking down complex tasks into manageable parts while leveraging group synergy. They provide a platform for students to learn through peer teaching, discussion, and collaborative problem-solving. When properly managed, these techniques can lead to improved academic performance and interpersonal skills.

Learning outcomes as specific and measurable statements describing what students should possess after completing an instructional experience in terms of acquired knowledge, skills, and attitudes. Learning outcomes are measurable skills, knowledge, attitudes, and values that students develop after engaging in educational activities (Okoye, 2019). They represent the key achievements that teachers expect students to attain by the end of a learning process. These outcomes provide a framework for designing instructional methods, assessments, and evaluations. When clearly articulated, they guide students on what is expected and enhance their engagement with the curriculum. According to Adeyemi (2020), learning outcomes are explicit statements that describe what learners should know, be able to do, or value at the completion of an educational experience. These outcomes ensure that teaching and learning remain goal-oriented, focusing on the core competencies required in a subject. They help align instructional strategies with assessment criteria, fostering a structured approach to education. Eze and Obasi (2021) define learning outcomes as the end results of an educational process, reflecting changes in a student’s knowledge, skills, and attitudes. They are vital for assessing whether the educational objectives have been met effectively. Well-defined outcomes create clarity for both students and teachers, promoting active participation in the learning process. Furthermore, they contribute to quality assurance in educational settings by ensuring that the learning goals align with curriculum standards. Learning outcomes are descriptions of the desired cognitive, affective, and psychomotor changes in learners after an instructional process (Ajayi, 2022). They emphasize what students are expected to achieve, rather than what the teacher intends to teach. This shift towards student-centered learning enhances accountability and transparency in education. Through continuous assessment of learning outcomes, institutions can identify and address gaps in their teaching methodologies. Ojo (2023) states that learning outcomes are targeted achievements that students are expected to demonstrate in terms of knowledge, skills, and dispositions. These outcomes guide the design and implementation of learning activities, ensuring alignment with broader educational goals. They serve as benchmarks for evaluating student progress and institutional effectiveness. By focusing on outcomes, teachers can foster meaningful learning experiences that are relevant to societal and professional needs. bridge the gap between academic achievement and professional competence requirements.

Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks (Femi, 2020). Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017). Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools (Bell, 2017). Parents care about their child’s academic performance because they believe good academic results will provide more career choices and job security (Bell, 2017). Similarly, schools invest in fostering good academic habits for the same reason. For example, they often influence concerns about the school’s reputation and the possibility of monetary aid from government institutions, which shows the overall academic performance of the school. Academic performance is the extent to which a student has achieved their short or long-term educational goals (Bell, 2017). Academic performance is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts (Bhagat, 2016).

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools. Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Problem-solving abilities refer to the skills required to identify, analyze, and develop solutions to challenges encountered in various contexts. These abilities encompass critical thinking, creativity, and decision-making, allowing individuals to address complex issues effectively. According to Okon (2020), problem-solving abilities involve cognitive and behavioral processes used to overcome obstacles and achieve goals. These skills are essential in academic, social, and professional environments as they facilitate adaptability and innovation. Through guided practice, students can develop logical reasoning and systematic approaches to challenges. Eze and Opara (2021) define problem-solving abilities as a learner’s capacity to use knowledge and skills to resolve academic or practical issues. These abilities are central to higher-order thinking and are key indicators of academic success. Ajayi (2022) describes problem-solving abilities as the ability to think critically, identify problems, and implement effective solutions within a structured process. These abilities are not only cognitive but also involve emotional intelligence to manage stress and uncertainties. Teaching methods like project-based learning are effective in building these skills. According to Bello (2023), problem-solving abilities involve logical reasoning and analytical thinking processes applied to resolve issues efficiently. These abilities are honed through structured learning environments that encourage inquiry and experimentation. They empower students to think creatively and develop innovative solutions to problems. This skill set is critical for personal and professional development in modern society. Akinola (2020) defines problem-solving abilities as the capacity to identify challenges, analyze them, and generate innovative solutions using available resources. These abilities are integral to fostering critical thinking and cognitive growth. By encouraging problem-solving techniques in students, educators develop their analytical skills, enabling them to approach problems from multiple perspectives. This approach helps in cultivating resilience, as students learn to overcome setbacks while seeking solutions. Olumide (2021) states that problem-solving abilities are the mental processes that allow individuals to find solutions to complex issues encountered in daily life. It involves applying logic, reasoning, and creativity to address academic and real-world challenges. These abilities are essential for effective decision-making in both personal and academic contexts. Teaching problem-solving helps students develop autonomy and prepares them for future career challenges.

Social skills development refers to the process of acquiring and improving abilities needed for effective interpersonal communication and relationships (Oluwaseun, 2018). These skills include empathy, active listening, conflict resolution, and cooperation, which are vital in diverse social settings. Educational environments foster social skills through group work, discussions, and collaborative projects. Strong social skills enhance students’ emotional intelligence and adaptability in personal and professional interactions. Okoye (2019) defines social skills development as the systematic nurturing of interpersonal behaviors that facilitate effective social interactions. It involves building competencies like teamwork, respect, and assertiveness, which are crucial in both academic and social contexts. Teachers play a significant role by creating opportunities for peer interaction and cooperative learning. Eze and Umeh (2020) state that social skills development encompasses the acquisition of behaviors necessary for positive interactions and collaborative engagement. These skills promote respect for diversity and enhance community building within educational settings. Through structured activities, students can practice and refine their social abilities. This process not only improves classroom relationships but also lays the foundation for lifelong interpersonal success. Ajayi (2021) describes social skills development as the enhancement of abilities that enable individuals to communicate effectively and build meaningful relationships. In schools, it is achieved through teamwork, role-playing, and teacher-led guidance. These skills are critical for fostering an inclusive and supportive learning environment. Students with strong social skills are more likely to thrive academically and socially. Ojo (2022) defines social skills development as the cultivation of behaviors and attitudes required for effective interaction within a community or group. This process involves teaching students how to cooperate, resolve conflicts, and demonstrate empathy. Social skills are integral to emotional intelligence and leadership development. Adeyemi (2020) defines social skills development as the process by which students acquire interpersonal capabilities that facilitate smooth interactions in various social contexts. This includes communication, collaboration, and conflict resolution skills, all crucial for effective teamwork. Educators can create environments where students practice and improve these skills through group assignments and peer discussions. Social skills development not only enhances academic performance but also promotes lifelong relationships. Chukwuma (2021) explains that social skills development refers to the cultivation of behaviors and attitudes that allow individuals to navigate social interactions effectively and respectfully. These skills include empathy, active listening, and collaboration, all of which are key to building positive relationships. In an educational setting, teachers encourage these skills through group activities and cooperative learning exercises. Strong social skills are linked to improved emotional intelligence, essential for students’ overall well-being.

Study habits refer to consistent practices and strategies that students adopt to enhance their academic performance (Adebayo, 2019). These habits include time management, note-taking, and regular revision, which help students stay organized. Effective study habits are linked to higher academic achievement and reduced stress levels. Okon (2020) defines study habits as the systematic approaches students use to prepare for academic tasks, including setting goals and prioritizing activities. Good study habits contribute to a deeper understanding of subjects and improved retention of knowledge. They are cultivated through discipline, self-regulation, and effective use of resources. Eze and Opara (2021) describe study habits as behaviors and practices that reflect a student’s to learning and academic preparation. These habits are shaped by factors like motivation, learning environment, and time allocation. Poor study habits can hinder academic success, while effective ones enhance learning outcomes. Teachers can support students by modeling and teaching good study strategies. Ajayi (2022) states that study habits encompass the organized and deliberate actions students take to achieve academic goals. These habits include setting schedules, minimizing distractions, and engaging in active learning strategies. Developing strong study habits requires consistency and commitment from learners. Teachers and counselors can provide workshops to help students improve their study routines. According to Bello (2023), study habits are the repetitive behaviors students use to manage their learning processes effectively. These include techniques like summarizing content, creating study schedules, and self-assessment. Positive study habits foster independence and a sense of responsibility in learners. Schools can encourage these habits through mentorship and academic support services. Olawale (2020) defines study habits as the consistent and effective routines students adopt to enhance their learning process and academic success. These habits include time management, study techniques, and goal-setting strategies. Positive study habits help students become independent learners who can tackle complex academic tasks without constant supervision. Schools can support the development of good study habits by providing structured study time and guidance on academic strategies. Chinedu (2021) states that study habits are the strategies and routines students use to optimize their learning and retain information. This includes behaviors such as reviewing notes regularly, organizing study materials, and prioritizing tasks based on importance. When students adopt good study habits, they tend to perform better academically and manage their time effectively. Teachers can foster these habits by teaching time-management skills and encouraging consistent review practices.

Motivation refers to the internal and external factors that stimulate and sustain students’ interest in learning and achieving academic goals (Adeola, 2019). It can be intrinsic, driven by personal desire, or extrinsic, influenced by rewards and recognition. Motivation is critical for engaging students and enhancing their academic performance. Okon (2020) defines motivation as the psychological process that directs and energizes individuals toward achieving specific goals. In education, motivation drives students to persist in their studies despite challenges. It is influenced by factors such as teacher encouragement, peer relationships, and parental support. Motivated students are more likely to achieve their academic potential. Eze and Umeh (2021) describe motivation as the combination of internal drives and external incentives that propel students to act and achieve learning objectives. It plays a crucial role in shaping attitudes toward learning and persistence in academic tasks. Teachers can use positive reinforcement and engaging teaching methods to boost student motivation. A motivated learner is more focused, productive, and successful. Ajayi (2022) states that motivation is the force that initiates, guides, and sustains students’ behaviors toward achieving educational goals. It can be fostered through recognition of achievements, setting attainable goals, and providing a supportive atmosphere. Motivation enhances learning by increasing effort, concentration, and resilience. Teachers who understand the dynamics of motivation can positively influence student outcomes. According to Robert (2020), motivation in education refers to the internal and external influences that inspire students to engage actively in their learning journey. It involves creating an environment where learners feel valued, supported, and challenged. High motivation levels lead to increased enthusiasm and persistence in tackling academic tasks. Ibrahim (2020) defines motivation as the inner drive or external incentive that influences a student’s commitment to learning and academic achievement. It can be fostered through positive reinforcement, setting clear goals, and providing a supportive learning environment. Motivation is a critical factor in overcoming academic challenges and improving performance. Teachers who understand their students’ sources of motivation can tailor their instruction to meet individual needs. Ojo (2021) describes motivation as the enthusiasm and determination students exhibit to engage with learning tasks and pursue academic goals. It involves both intrinsic motivation, which comes from personal interests, and extrinsic motivation, which stems from rewards or recognition. Effective motivation techniques in the classroom encourage sustained effort and persistence in the face of challenges. By recognizing and addressing motivational factors, educators can inspire students to maximize their potential and succeed academically.

Considering the effectiveness of cooperative learning, it has become pertinent to explore the effectiveness cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State.

• Statement of the problem

The quality of students’ learning outcomes remains a crucial concern in educational systems globally. In recent years, there has been a growing awareness of the need to employ innovative pedagogical strategies to address the challenges associated with traditional teaching methods, which often emphasize rote memorization over active engagement. One such innovative approach is cooperative learning management techniques, which focus on group-based, interactive activities that encourage peer collaboration.

However, despite their potential, many teachers still struggle to integrate these techniques effectively, leading to inconsistencies in their impact on students’ academic performance and overall skill development. The lack of structured implementation and understanding of cooperate learning management techniques has resulted in mixed outcomes in various educational settings. inconsistency raises concern about the extent to which cooperative learning management techniques can reliably enhance students’ learning outcomes, particularly in diverse classroom settings where students’ needs, abilities, and learning styles vary significantly.

Students learning outcomes have generated a lot of concerns. One begins to wonder if cooperative learning could help in students’ academic performance, students’ problem-solving abilities, social skills development, students’ study habits and motivation towards learning.

It is against this backdrop that this study seeks to explore effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State

• Aim and Objectives of the study

This study is focused on exploring the effectiveness of cooperative learning on students learning outcome in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to: exploring cooperate learning on students learning outcome

• examine the impact of cooperative learning management on students’ academic performance in secondary schools in Oshimili South Local Government Area of Delta State.
• evaluate the effectiveness of cooperative learning in improving students’ problem-solving abilities in secondary schools in Oshimili South Local Government Area of Delta State.
• investigate the impact of cooperative learning on students’ social skills development in secondary schools in Oshimili South Local Government Area of Delta State.
• determine the impact of cooperative learning on students’ study habits in secondary schools in Oshimili South Local Government Area of Delta State.
• To assess the impact of cooperative learning on students’ motivation towards academic achievement in secondary schools in Oshimili South Local Government Area of Delta State.
  • Research questions

The following research questions guided the study:

1. What is the impact of cooperative learning on students’ academic performance in secondary schools in Oshimili South Local Government Area of Delta State?

• How effective is cooperative learning in improving students’ problem-solving abilities in secondary schools in Oshimili South Local Government Area of Delta State?
• What is the relationship between cooperative learning and students’ social skills development in secondary schools in Oshimili South Local Government Area of Delta State?
• What is the impact of cooperative learning on students’ study habits in secondary schools in Oshimili South Local Government Area of Delta State?
• How does cooperative learning influence students’ motivation towards academic achievement in secondary schools in Oshimili South Local Government Area of Delta State.

• Significance of the study

The study could be of great benefit to students, teachers, school management, future researchers.

For Students, the study could significantly enhance students’ learning experiences and outcomes by promoting active engagement in the learning process. Cooperative learning management techniques foster collaborative environments where students work in groups, leading to improved academic performance. Findings of the study could demonstrate how cooperative learning enhances knowledge retention through peer discussions and shared responsibilities in problem-solving tasks. The study could highlight the development of essential social skills, including teamwork, communication, and leadership, which are critical for students’ personal and professional lives. Findings could also reveal how cooperative learning increases motivation, as students are more likely to participate actively when working towards shared goals with peers. The study could underscore the importance of inclusivity, showing how diverse learners, including those with varying academic abilities, benefit from cooperative learning. Additionally, findings could illustrate how such techniques nurture critical thinking and creativity by exposing students to multiple perspectives. Finally, the study could demonstrate how cooperative learning fosters a sense of belonging, reducing feelings of isolation and improving students’ emotional well-being.

For Teachers, the study could provide teachers with practical insights into how cooperative learning management techniques improve classroom dynamics. Findings could reveal that cooperative learning reduces teachers’ burden of managing individual students, as peer accountability fosters a disciplined and organized classroom environment. The study could show how cooperative techniques support differentiated instruction by allowing teachers to tailor activities to address the diverse needs of their students. Findings of the study could also highlight opportunities for teachers to innovate in their instructional approaches, fostering professional growth and satisfaction. The study could reveal how cooperative learning strengthens teacher-student relationships, as group-based activities allow for closer interactions and a deeper understanding of students’ strengths and challenges. Furthermore, findings could demonstrate the utility of group tasks as an alternative method of assessing students’ skills in areas such as collaboration, problem-solving, and leadership. Ultimately, the study could emphasize how improved student engagement and outcomes contribute to a more fulfilling teaching experience.

For School Management, the study could offer school management valuable insights into how cooperative learning management techniques enhance institutional outcomes. Findings could highlight improvements in academic excellence, as collaborative strategies often lead to better student performance and skill acquisition. This, in turn, could strengthen the school’s reputation. The study could show how cooperative learning promotes efficient utilization of resources, as group activities often require fewer materials while maximizing learning outcomes. Findings could also demonstrate the role of cooperative learning in fostering a positive and inclusive school culture, which enhances relationships among students, staff, and the broader school community. The study could underscore the importance of professional development, as implementing cooperative learning techniques often requires training for teachers, thereby fostering a culture of continuous learning within the institution. Findings could also provide evidence of how such strategies align with national and global educational goals, making the school more competitive and forward-looking.

For Future Researchers, the study could serve as a foundational reference for future research on cooperative learning management techniques. Findings could enrich existing literature by providing empirical evidence on the effectiveness of such techniques in enhancing students’ academic and social outcomes, particularly in specific educational contexts. The study could open pathways for interdisciplinary research, demonstrating the potential connections between cooperative learning and areas such as educational psychology, curriculum development, and technology integration. Future researchers could build on the findings to address identified challenges and propose innovative strategies for implementing cooperative learning in diverse settings. The study could also provide practical insights that inform policy and curriculum development, emphasizing the need for collaborative learning approaches in modern education. Furthermore, findings could guide researchers in exploring the long-term impact of cooperative learning on students’ career readiness, further contributing to the global discourse on education reform.

• Scope / Delimitation of the study

This study explored cooperative learning on students learning outcome. The study is delimited to public secondary school Oshimili South Local Government Area of Delta State with particular emphasis on impact of cooperative learning management techniques on students’ academic performance, the effectiveness of cooperative learning techniques in improving students’ critical thinking and problem-solving abilities, the relationship between cooperative learning management techniques and students’ social interaction and communication skills, the impact of cooperative learning management techniques on students’ study habits and the influence of cooperative learning on students’ intrinsic and extrinsic motivation towards academic achievement. Respondents of the study are senior secondary school students in the study area.

• Area of the study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

• Definition of Terms

Learning: Learning is the process of acquiring new knowledge, behaviors, skills, values, or preferences through study, experience, or teaching. It involves creating neural connections in the brain that allow for the retention and application of information. Learning can occur consciously through deliberate study or unconsciously through observation and experience. The process typically involves stages of acquisition, consolidation, storage, and retrieval of information. Learning is fundamental to human development and adaptation, enabling individuals to grow and respond to changing environments.

Cooperate Learning: Corporate learning refers to the processes and systems schoolsuse to educate and develop their employees’ knowledge, skills, and capabilities. It encompasses all formal and informal learning activities within a school environment, aimed at improving individual and organizational performance. This type of learning is directly linked to learning objectives and typically includes both mandatory and developmental training programs.

Learning Outcome: A learning outcome is a clear statement of what a learner is expected to know, understand, or be able to demonstrate after completing a learning process. Learning outcomes are typically written in measurable terms and focus on observable behaviors or demonstrable skills. They guide the design of instruction, assessment methods, and evaluation criteria. Learning outcomes help align teaching strategies with desired results and provide a framework for measuring educational effectiveness. They serve as a communication tool between teachers, students, and other stakeholders about educational expectations.

Secondary School: Secondary school is an educational institution that provides instruction between primary school and higher education, typically serving students aged 11-18 years. It encompasses critical years of adolescent development and usually includes both compulsory education and optional advanced studies.

Pages:  102

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.