Effect of Collaborative Learning Strategy on Students’ Academic Achievement in Chemistry in Onitsha Education Zone, Anambra State
Keywords:Gender, Collaborative learning strategy , Academic Achievement, Secondary Education, science education, chemistry
This study examined the effect of collaborative learning strategy on students’ academic achievement in Chemistry in Onitsha education zone, Anambra State. Two research questions were raised and three null hypotheses were tested. Quasi-experimental research design, specifically, pretest-posttest nonequivalent groups design was adopted for the study. Findings of the study revealed that collaborative learning strategy has a higher positive effect on students’ academic achievement in Chemistry than the conventional teaching method and the difference was significant. Also, the study disclosed that collaborative learning strategy had more effect on female students’ academic achievement in Chemistry than on male students and the difference was not statistically significant. The study concluded that the open communication and sharing of ideas embedded in collaborative learning strategy enhances students’ academic achievement in Chemistry than the conventional teaching method in secondary schools. The researchers recommended among others that, Chemistry teachers should use collaborative instructional strategy to teach the perceived difficult Chemistry topics in order to improve students’ understanding on the subject in secondary schools.
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