EFFECTS OF COLLABORATIVE-TEAM AND INDIGENOUS-INSTRUCTIONAL STRATEGIES ON PUPILS’ ACHIEVEMENTS IN MATHEMATICS AT BASIC EDUCATION LEVEL IN SOUTH-EAST GEO-POLITICAL ZONE, NIGERIA FOR SUSTAINABLE DEVELOPMENT

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The design adopted in this study was quasi-experimental design using a pretest-posttest, control group with 3 X 2 factorial matrix. The variables of the study comprised independent variable (instructional strategies operated at three levels), moderating variable (gender operated at two level) and dependent variable (achievement in Mathematics). The population of the study consisted all primary three pupils in the five states (Anambra, Imo, Abia, Enugu and Ebonyi) of South- East geopolitical zone in Nigeria. Sampling was carried out at multi-stage levels. Two states were randomly selected, the primary schools in each of the selected states were clustered according to the local government areas. One local government areas were randomly chosen from each of the selected states making a total of two local government areas. Three (3) primary schools were randomly chosen from each of the selected local government areas making a total of six (6) primary schools. The selected schools were randomly assigned treatments. The intact classes of the selected primary schools were used for the study. The sample size was one hundred and forty-four pupils (144). Three stimulus treatment packages (Collaborative Team Instructional Package (CTIP), Indigenous Instructional Package (IIP) and Conventional Instructional Package (CIP). Mathematics Achievement Test (MAT with Lawshe’s Content Validity Index 0.85; r = 0.89) was developed by the researchers and served as a response instrument. Data were analysed with Analysis of Covariance (ANCOVA) using pretest as covariates. The findings of the study showed that instructional strategies showed a significant effect on pupils’ achievement in Mathematics. Pupils taught with bilingual instruction (F (1, 137) = 123.161, p<0.05) produced better performance than those taught with collaborative team and foreign language instructions. The study concludes that bilingual instruction produced a better performance than collaborative team and convectional instructions. The study recommends that bilingual instructional strategy should be used by Mathematics teachers in Basic schools to produce better achievement in Mathematics.