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 co-educational 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.
Highlights
In this 21st century, the importance of science and technology education to national development cannot be overemphasized
The purpose of this study is to investigate the effect of collaborative instructional strategy on the achievement of students in Secondary School Chemistry in Benue State, Nigeria
The following null hypotheses were formulated to guide the study: (1) There is no significant difference in the mean achievement scores of secondary school students taught chemistry with the collaborative instructional strategy and those taught with the traditional lecture method
Summary
In this 21st century, the importance of science and technology education to national development cannot be overemphasized. This era is described as that of science and technological development in which the intelligence of the people would contribute in a great and meaningful way to the society’s ability [1]. The level of science, technology and mathematics education (STME), including chemistry, determines the level of national development [3]. The major contributory factor to poor performance in the sciences is the ways and means of teaching the students [5]. Several researchers agreed that there is a high demand for a paradigm shift in the curriculum content and in the ways of teaching and learning of these subjects [6], [7], [8], [9], [10] & [11]
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