Abstract:

This study investigated the effectiveness of computer-assisted Students’ Team Achievement Division (STAD) cooperative learning strategy on physics problem solving on students’ achievement and retention. It also examined if the performance of the students would vary with gender. Purposive sampling technique was used to select two senior secondary schools year two physics students (SS II). The schools were assigned into computer-assisted STAD and Individualized Computer Instruction (ICI) groups. 84 students from two intact classes participated in the study. Computer-Assisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that students taught physics with computer-supported STAD performed and better than their counterparts in ICI group. In addition, they had better retention than those in ICI group. However, gender has no influence on students’ performance. Based on the findings, it was recommended among others that physics teacher should be encouraged to use computer-assisted cooperative instructional to enhance students’ performance.

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