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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/275

Title: EFFECT OF COLLABORATIVE LEARNING APPROACH ON UPPER BASIC TWO STUDENTS’ ACHIEVEMENT AND INTEREST IN GEOMETRY IN PLATEAU STATE
Authors: TALI, JONAH DASHE
Keywords: EFFECT, COLLABORATIVE, LEARNING, APPROACH, GEOMETRY
Issue Date: Oct-2017
Publisher: None
Citation: None
Series/Report no.: None;None
Abstract: ABSTRACT This study investigated the effect of collaborative learning approach on Upper Basic Two students’ achievement and interest in geometry in Plateau State. The study was designed to find out whether students’ taught using collaborative learning approach would achieve better than students’ taught using the conventional learning strategy. A further investigation was carried out to determine the interaction effect of strategy and gender on students’ achievement and interest in geometry. The study was guided by six research questions while six hypotheses were formulated and tested at 0.05 level of significance. The sample consisted of 221 Upper Basic two students selected from two schools in each of the three senatorial education zones of Plateau State for the 2015/2016 academic session using the multi-stage sampling technique. The total number of schools sampled was six. The study adopted the quasi- experimental non- equivalent control group research design since intact classes were assigned to experimental and control groups. Data were generated through Students’ Geometry Achievement Test (SGAT) and Students’ Geometry Interest Inventory (SGII). The SGAT and SGII were subjected to reliability analysis using Kuder- Rechardson formula 21 (k-R21) and Cronbach Alpha formula which yielded reliability co-efficient of 0.97 and 0.89 respectively. Data collected were analyzed using descriptive statistics of mean and standard deviations to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings of the study revealed that Collaborative Learning Approach (CLA) significantly improved students’ achievement than the Conventional Learning Strategy (CLS) (P=0.00<0.05) in geometry. The study also revealed that there was significant difference in the mean interest ratings of students’ exposed to Collaborative Learning Approach (CLA) than those exposed to Conventional Learning Strategy (CLS) (P=0.00<0.05) in geometry. There was no significant difference in the mean achievement scores of male and female students taught geometry using Collaborative Learning Approach (CLA)(P=0.82>0.05). The findings showed that there was no significant difference in the mean interest ratings of male and female students’ taught geometry using Collaborative Learning Approach (CLA)(P=0.20>0.05). Findings further indicated that there was no significant interaction effect of strategy and gender on students ’mean achievement scores when exposed to Collaborative Learning Approach (CLA) in geometry (P=0.06>0.O5). Finally, there was no significant interaction effect of strategy and gender on students’ mean interest ratings when exposed to Collaborative Learning Approach (CLA) in geometry (P=0.21>0.05). Based on the findings, the researcher recommended among others, that Collaborative Learning Approach should be used in the teaching and learning processes of various topics in mathematics to improve students’ achievement and interest. Government should re-enforce and adapt the approach as a professional instructional approach at the Basic Education and Senior Secondary School levels which form the basis for educational and technological development.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/275
ISSN: None
Appears in Collections:Curriculum and Teaching

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