EFFECT OF FORCED DEBATE COOPERATIVE LEARNING STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN LAGOS STATE

This study examined the effect of forced debate cooperative learning strategy on junior secondary school students’ academic achievement in Business Studies in Lagos State. A quasi-experimental design of pre-test, post-test, control group was adopted. To achieve the objective of the study, one research question and one null hypothesis were highlighted and guided the study. 256 JSS3 students in their intact classes from four secondary schools in Lagos State were used as sample for the study. Business Studies Achievement Test (BSAT) was the instrument validated and used for data collection. The reliability coefficient of the BSAT was determined using KR-20 technique and the analysis yielded a coefficient of 0.75. Mean, standard deviation and t-test were the statistical measures employed for data analysis. Finding of research question showed that students taught using forced debate cooperative learning strategy performed better than their counterpart taught with the conventional method. The finding of the hypothesis revealed that there is a significant difference between the mean achievement scores of students taught Business Btudies using forced debate cooperative learning strategy and those taught using convetional method. The study recommends among others that business teachers should employ forced debate cooperative learning strategy in the teaching of Business Studies in secondary schools and that government through the Ministry of Education should include forced debate cooperative learning strategy in the list of suggested methods for teaching Business Studies in the curriculum of junior secondary schools in Lagos State and Nigeria at large due to their immense benefits