ABSTRACT

Abstract

The study investigated gender difference in academic performance of Islamic studies students taught using cooperative teaching strategy at senior secondary schools in Katsina metropolis. One objective and one corresponding research question as well as one hypothesis were formulated to guide the researcher. A quasi experimental pre-test, post-test design was used for the study. The study sampled 118 out of a total population of 12,169 Senior Secondary school 2 (SS II) Islamic studies students from two randomly selected senior secondary schools. The study subjects in the experimental group were taught a variety of topics that were designed to enhance cognitive and intellectual abilities, the group was also exposed to topics designed to promote psychomotor skills acquisition. This group was taught through the use of cooperative teaching strategy for a period of six weeks. One instrument was developed for data collection. “Islamic Studies Performance Test” (ISPT) which was designed to measure cognitive and intellectual aspect of learning. t-test for independent samples was used to test the hypothesis raised in the study using SPSS package at 0.05 level of significance. The finding of the study revealed that there is significant difference in academic achievement between male and female students exposed to cooperative teaching strategy because male students performed better than the female students when taught using cooperative teaching-learning strategy in favor of male. Based on this finding, it was recommended that cooperative teaching strategy should be emphasized and incorporated into the Islamic education curriculum in secondary schools, and that better academic performance could be recorded in the subject, Islamic studies

 Keywords: Cooperative; Teaching Strategy; Gender; Islamic Studies Topics.