The main objective of this study was to evaluate the impact of cooperative learning methods on students' academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (P>0.05) difference in the pretest score of the learner academic performance; however, there were significant differences (P<0.01) in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest P<0.05 and posttest (P<0.01) results of the students' laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.
Molla, E., & Muche, M. (2018). Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia. Education Research International, 2018. https://doi.org/10.1155/2018/6202484