Abstract

This study investigated the effect of cooperative instructional approach on the performance of Form One General Science students in chemical bonding in science. The study adopted an action research design and utilized the purposive sampling technique to select an intact class of forty (40) students for the research. Data was gathered using tests and analyzed using descriptive and inferential statistics. The findings of the study indicated that students exhibited a notable improvement in academic performance from the pre-intervention test (Mean= 6.18) to the post-intervention test (Mean= 9.84). The t-test analysis revealed a statistically significant difference between the pre-intervention test mean score and the post- intervention test mean score (p= 0.037; p< 0.05). Also, the study revealed that students possess certain ideas about chemical bonding and face difficulties during lessons. These ideas and difficulties should be taken into consideration while designing instructional approaches for teaching chemical bonding. Based on the findings, the researcher recommended that teachers should include a cooperative instructional approach in their lessons to increase students’ academic performance.