Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria

Abstract

This study investigated Effect of Collaborative Instructional Strategy (CIS) on Students' Achievement in Secondary School Chemistry in Benue State, Nigeria. Its design was quasi-experimental. Its population was 6,400 Senior Secondary School two students of 301 government-approved coeducational schools in Benue State. Study sample was 216 students of 4 schools within the three Educational Zones of the state. Purposive sampling was used to select 4 out of 6 schools. Random sampling, by tossing a coin, was used to sample 2 schools for experimental group while the remaining 2 served as control group. 2 research questions and 2 hypotheses guided the study. Instrument for data collection was Chemistry Achievement Test. It was developed and validated by 3 experts; its reliability coefficient, Kuder-Richardson, K-R 21, was 0.85. Means were used to answer research questions while ANCOVA was used to test hypotheses. Students of CIS had significantly greater mean achievement score than those of Traditional Lecture Method (TLM) and there was no significant difference in mean achievement scores due to gender of CIS. Thus, CIS was more effective in enhancing students' achievement than TLM, and was gender friendly. It was recommended that trainings be organized on use of CIS for Secondary School Chemistry teachers.

Effect of Collaborative Instructional Strategy on Academic Performance and Retention Among Senior Secondary School Students in Dutsinma Education Zonal Quality Assurance, Katsina State, Nigeria

“…Similar finding has been revealed in previous studies on collaborative learning. For instance, Iji, et al, (2017) Male and female students do not significantly differ in their performance in chemistry. Specifically, on biology, Oyarole (2016) revealed that, both male and female students taught using collaborative learning performed equally.…”

“…Collaborative learning strategy has also been found to have significant effect on students' performance in other science subjects (Ishaq 2015;Iji et al 2017;Anthony et a 2018 Bika andSule 2019). The finding of this study is therefore not surprising because, collaborative teaching which has its root from the Positive Interdependence Theory which simply stated that students in collaborative teaching/learning group impacts one another through mutual work and motivation and ensure that, every member in the group succeed and achieve a common goal (Johnson, et al, 2014).…”