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

Abstract

This study investigated the effect of Collaborative Teaching Strategy on Academic performance and Retention among Senior Secondary school students in Dutsinma Education Zonal Quality Assurance, Katsina State, Nigeria. The study was guided by four objectives among which is, ‘to Determine the difference between academic performance of Biology students taught using Collaborative teaching strategy and those taught using chalk/talk method’, from which four research questions were generated, among which is, ‘What is the difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using Chalk/Talk method’? And four null Hypotheses were generated and analyzed, of the hypothesis is, ‘there is no significant difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using chalk/talk method’. A quasi-experimental research design using the pre-test, post-test, and post-post-test control group was adopted. The population of the study comprised 3,761 SS II students. Two intact classes containing 158 students (Experimental group = 81 and Control group = 77) were used in this study. A 30-item multiplechoice Biology Performance Test with reliability (Pearson Product Moment Correlation r= 0.720) was used to collect data. The treatment and data collection process lasted for eight weeks. The data collected were analyzed using mean, standard deviation, and independent ttests. The result of the findings shows that there is a significant difference in the academic performance of the experimental and control groups (p=0.000.05) and retention scores (p=0.32>0.05) of male and female students in the experimental group. It was therefore concluded that collaborative teaching strategies have a more significant effect on students’ performance in biology than the traditional chalk/talk method. On the basis of findings from the study, it was recommended among others that, teachers of biology should adopt the use of collaborative teaching strategy to improve academic performance and retention ability among students regardless of gender.