Abstract:

The present study explored the effect of Informal cooperative learning on performance of lower, average and higher achievers ninth grade Biology students. An experimental research design with equivalent group was used. A school was purposively selected and two groups were formed by random distribution of students in two groups. The groups were equated on the basis of intelligence and previous academic achievement scores. The sample consisted of 62 participants out of them 30 students constitute the experimental group and was taught using cooperative learning strategy (CLS) while 32 students comprises the control group taught using traditional teaching methods. Pre- and post-tests were used to collect data. Data were analysed using inferential statistics: independent student t-test and analysis of covariance (ANCOVA). The results of the present study showed that the experimental group outperformed to control group suggesting that CLS enhanced performance of lower, average and high achievers more than the traditional teaching approach.

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