Journal of Education, Society and Behavioural Science

The study examined the effects of Cooperative learning and Individualized instruction on students’ achievement in Chemistry in Awka south LGA of Anambra State. Three hypotheses were tested. The quasi-experimental design was used, specifically the pre-test posttest non-equivalent control group design. A sample of 118 Senior Secondary School two (SSS 2) Chemistry students from Awka South LGA was used in the study. The instrument for data collection was Chemistry Achievement Test (CAT) validated by one lecturer in science education Nnamdi Azikiwe University, Awka, one lecturer in measurement and evaluation Federal College of Education Technical, Umunze, and one experienced chemistry teacher in British Spring College, Awka. The reliability of the instrument was established using Kudder-Richardson formula 20 which yielded coefficient of internal consistency of 0.92. The data obtained were analyzed using mean, and multivariate analysis of covariance (MANCOVA). The results revealed that there was a significant difference between the mean achievement of students in chemistry taught using cooperative learning, individualized instruction and conventional method in favour of cooperative learning as the most effective, followed by individualized instruction. There were no significant differences in the mean achievement scores of male and female students and the disordinal interaction effect of teaching methods and gender on achievement was not significant. The study recommended that chemistry teachers should adopt cooperative learning strategies and individualized instruction to involve students in the learning process actively and make them take more responsibility for their own learning.