This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development.
The study sample comprised 56 SSS 2 students in one public co‐educational secondary school in Lagos State. Using a students' gender equity and peace questionnaire, results indicate that cooperative learning is effective in achieving a good measure of equity and peace between sexes in the biology classroom. Furthermore, cooperative learning was observed not to have differential impact on students of different ability levels with respect to their achievement of gender equity in the biology classroom.
The study concludes that cooperative learning mode is a gender friendly interaction pattern for all and should be encouraged at the secondary school level in order to empower all students to begin early to imbibe democratic values and behaviors necessary for peaceful coexistence and sustainable development.
The study provides a unique insight into cooperative learning and gender equity in Lagos, Nigeria.
Esiobu, G.O. (2011), "Achieving gender equity in science class: Shift from competition to cooperative learning", Multicultural Education & Technology Journal, Vol. 5 No. 4, pp. 244-257. https://doi.org/10.1108/17504971111185081
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