PRACTICES AND CHALLENGES OF IMPLEMENTING COOPERATIVE LEARNING METHODS IN CHEMISTRY SUBJECT FOR GRADE 9 - 12 AT BENSA WOREDA SECONDARY SCHOOLS, EAST SIDAMA ZONE, ETHIOPIA

Abstract

The main objective of this study was to investigate the practices and challenges of implementing cooperative learning methods in the subject of chemistry at BensaWoreda secondary schools. To achieve these objectives, specific questions were raised regarding the practice of cooperative learning at BensaWoreda Secondary School. The design of this study was a descriptive survey research design. The researcher used both primary and secondary sources of data. The collected data was analyzed using frequency, percentage, mean, standard deviation, and t-test. The study was conducted using quantitative and qualitative methods, in which students, teachers, principals, supervisors, and the department head participated. Students were selected through stratified sampling; teachers were selected through simple random sampling. Additionally, the study was conducted at three secondary schools. These schools were selected through simple random sampling. The study involved 43 students, 91 teachers, 3 principals, and 1 cluster supervisor. The applicable data for the study was collected through questionnaires, interviews, observations, and document analysis. Principals, supervisors, and department heads are selected through available sampling. The findings showed that the implementation plan for cooperative learning methods is generally not being effectively planned in chemistry subjects within the sampled secondary schools in Bensaworeda. The findings showed thepractice of implementing cooperative learning methods generally not being effectively implemented in chemistry subjects within the sampled secondary schools in Bensaworeda. The finding also revealed that there were specific challenges that affect the implementation of cooperative learning in secondary schools.The finding also revealed that there were specific strategies improved to implement cooperative learning in secondary schools.Therefore, the BensaWoreda education department must pay attention to the practice gaps in the implementation of chemistry subjects for grades 9 - 12 in secondary schools. And based on the major findings, the study concluded that cooperative learning implementation was unsatisfactory. Thus, this might affect the teaching and learning process in schools and later affect the implementation of cooperative learning. Finally, the researchers recommend that in order to implement cooperative learning strategies in public secondary schools in the Woreda educational office, supervisors, principals, teachers, and students have to be recommended.