Abstract
The study investigated effects of Collaborative learning on Chemistry students’ academic achievement and Anxiety level in Balancing Chemical Equations in Secondary Schools in Katsina metropolis, Nigeria. The study sampled 80 SSII students, randomly selected from two senior secondary schools in katsina metropolis. The two schools were randomly placed as experimental and control groups each with 40 students. A quasi-experimental pretest-posttest research design was used for the study. The study subjects in the experimental group was taught/ allowed to learn using Collaborative learning concept of Balancing Chemical Equation, while the control group also was taught the same concept using traditional method for the period of six weeks. A chemistry Achievement test and Students Anxiety scale Questionnaire were used as the instruments for data collection. Performance of the two groups were compared using post-test mean scores, and t-test unrelated sample, at a significant level (P) =0.05. The findings from the study shows those students taught using Collaborative learning tent to achieve significantly higher and their anxiety was found to be low when compared with those taught using lecture method. Based on the findings, the recommendations were made among which; Chemistry teachers should always use Collaborative learning in teaching chemistry concepts, as this method enhance students achievement and reduce students anxiety.
Highlights
Chemistry is one of the important science subjects taught at the Senior Secondary School (SSS) level
Hypotheses: The following hypotheses were formulated for the study There is no significant difference in the academic achievement of SSS chemistry students when exposed to collaborative learning and those exposed to lecture method in balancing chemical equations? There is no significant difference in the academic achievement of male and female SSS chemistry students when exposed to collaborative learning in balancing chemical equations? There is no significant difference in the anxiety level of SSS chemistry students exposed to collaborative learning and those exposed to lecture method in balancing chemical equations? There is no significant difference in the anxiety level of male and female SSS chemistry students when exposed to collaborative learning in balancing chemical equations
The findings revealed that, there is no significant difference between the anxiety level of both male and female students when taught the concept of balancing chemical equations using collaborative learning, as seen in table 5
Summary
Chemistry is one of the important science subjects taught at the Senior Secondary School (SSS) level. Over the years science educators have been using the lecture method of teaching balancing chemical equations with little or no activities, which makes the concept difficult for students to grasp (Anthony 2009). studies by Tobias, (1999) have shown that test anxiety affect the performance of students in examination. It is based on these that this research is set out in order to find whether the use of collaborative learning method in teaching balancing chemical equations will enhance students’ academic achievement and reduce anxiety or not. To find out the effect of collaborative learning on chemistry student’s academic achievement in teaching balancing chemical equations at Senior Secondary School level. To investigate the effect of collaborative learning on students’ anxiety level in relation to gender among SSS chemistry students
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