Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Table 2

Post hoc analysis on students’ academic achievement via successive test scores (mean ± SD).

Rural schools	Teaching methods	Test scores
		Pretest	Posttest 1	Posttest 2	Posttest 3
FG	CLAD	39.0 ± 9.3	63.7 ± 13.7	68.5 ± 10.4	72.0 ± 10.5
	IL	41.6 ± 10.4	52.2 ± 15.9	59.5 ± 11.2	59.9 ± 10.8
	CDG	38.6 ± 8.5	61.9 ± 10.9	63.4 ± 9.2	64.1 ± 12.9
GG	CLAD	37.6 ± 10.2	67.0 ± 16.3	69.6 ± 12	73.0 ± 16.2
	IL	41.8 ± 9.4	53.7 ± 10.6	54.4 ± 9.8	55.5 ± 9.1
	CDG	37.8 ± 11.6	66.5 ± 16.1	71.2 ± 12.1	71.1 ± 14.9
KG	CLAD	39.9 ± 11	66.4 ± 12.9	69.4 ± 11.5	69.8 ± 13.3
	IL	39.2 ± 10.2	56.9 ± 11	57.2 ± 10.9	58.6 ± 12.1
	CDG	39.6 ± 10.5	64.5 ± 15.5	68.3 ± 11.3	70.8 ± 12.1
LSD		NS	10.1	10.5	10.7

Significant at ; NS, not significant; LSD, least significant difference; SD, standard deviation; IL, individual learning; CDG, cooperative discussion group; CLAD, cooperative learning achievement division; FG, Fert General Secondary School; GG, Gassaye General Secondary School; KD, Kimer Dengay General Secondary School.