EFFECT OF COLLABORATIVE LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS

SOURCE:

Faculty: Education
Department: Guidance And Counselling

CONTRIBUTORS:

Okekeaji, A. C.
Anagbogu, M.A.

ABSTRACT:

The problem of poor achievement among secondary school students in mathematics calls for innovative, practical and student centred approach using collaborative learning strategy. The quasi experimental study with pretest post-test design study was conducted to determine effect of collaborative learning strategy on secondary school students’ academic achievement in mathematics in Anambra State. Four research questions and seven hypotheses guided the study. The sample size consisted of 173 Senior Secondary One (SS I) students drawn through purposeful sampling technique from four co-educational secondary schools in Awka Education Zone of Anambra State. Data were collected using a Teacher Made Achievement Test (TMAT) validated by experts and duely tested for reliability. The reliability value was 0.80(STAD), 0.76 (JS), 0.73(NHT). The data collected were analyzed using mean scores for Research questions. ANCOVA was utilized in testing the hypotheses. The result indicated that Student Team Achievement Division (STAD), Jigsaw (JS), Number Heads Together (NHT) aspects of collaborative learning strategy are very effective in enhancing students’ academic achievement in mathematics. That STAD was most effective when compared with JS and NHT in enhancing students academic achievement in mathematics. The result also revealed that STAD, JS and NHT do not differ significantly in enhancing students academic achievement in mathematics. Based on the findings and implications, it is necessary for guidance counsellors to start early to counsel students on the use of collaborative learning strategy in their learning of mathematics. School counselors should also incorporate collaborative learning strategy as part of study habit technique in helping students enhance their academic achievement in mathematics.

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