A Gender Based Comparative Study of Cooperative Learning and Lecture Demonstration Method on the Academic Achievement and Academic Self Concept at Elementary School Level

The study was conducted to explore comparative effect of cooperative learning and lecture demonstration method on the academic achievement and academic self-concept of elementary school students across the gender. All 5 class students of a private school comprised the population of the study. A sample of 40 students was selected randomly from Nayab English medium School Dera Ismail Khan. Two instruments were used for data collection. One was a self-made academic achievement test in mathematic subjects which was made valid and reliable through experts view. This test was to check the academic achievement after experiments. The second instrument was a modified version of the Self-description Questionnaire–I prepared by Marsh (1992) which was used to check the academic self-concept of the students. The result shows that the cooperative learning method was better than the lecture method in the development of academic achievement and academic selfconcepts of the students. Across the gender the self-concept of female was significantly better than the male, while there was no difference in academic achievement across the gender.