RELATIVE EFFECTIVENESS OF CASE-BASED AND COLLABORATIVE LEARNING STRATEGIES ON STUDENTS’ ACHIEVEMENT AND RETENTION IN SENIOR SECONDARY SCHOOL PHYSICS

Abstract

This study investigated the relative effectiveness of case-based and collaborative learning strategies on students’ achievement and retention in senior secondary school physics. The study adopted pretest, posttest control group design. Simple random sampling technique was used to select three schools used for the study. The sample used for the study was eighty five (85) senior secondary two (SS 2) physics students randomly selected from the three schools in Ileoluji/Okeigbo Local Government Area of Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.84 using Kuder Richardson Formular 21. The data collected were analysed using Analysis of Covariance and Scheffe post hoc analysis was used to obtain the direction of significance. From the findings, it was observed that, learning strategies had significant main effect on students’ achievement (F (2,82) = 134.97, p = 0.000) and retention (F (2,82) = 20.67, p = .000) in the concept of optics in physics. The results of the Scheffe post hoc analysis indicated that, case-based learning strategy was the most effective in facilitating students’ achievement and retention in the concept of optics. This was followed by collaborative learning strategy while conventional learning strategy was found to be the least facilitative. Conclusion from the findings led to the recommendation that, teachers should be encouraged to adopt the use of case-based and collaborative learning strategy in teaching the concept of optics in physics in order for the students to develop problem solving skills, construction of knowledge and student-centred activities. Article visualizations: