International Journal of Pharmacy and Chemistry

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Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria

Received: 06 October 2017    Accepted: 31 October 2017    Published: 30 November 2017
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Abstract

This study investigated Effect of Collaborative Instructional Strategy (CIS) on Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. Its design was quasi-experimental. Its population was 6,400 Senior Secondary School two students of 301 government-approved co-educational schools in Benue State. Study sample was 216 students of 4 schools within the three Educational Zones of the state. Purposive sampling was used to select 4 out of 6 schools. Random sampling, by tossing a coin, was used to sample 2 schools for experimental group while the remaining 2 served as control group. 2 research questions and 2 hypotheses guided the study. Instrument for data collection was Chemistry Achievement Test. It was developed and validated by 3 experts; its reliability coefficient, Kuder-Richardson, K-R 21, was 0.85. Means were used to answer research questions while ANCOVA was used to test hypotheses. Students of CIS had significantly greater mean achievement score than those of Traditional Lecture Method (TLM) and there was no significant difference in mean achievement scores due to gender of CIS. Thus, CIS was more effective in enhancing students’ achievement than TLM, and was gender friendly. It was recommended that trainings be organized on use of CIS for Secondary School Chemistry teachers.

DOI 10.11648/j.ijpc.20170306.15
Published in International Journal of Pharmacy and Chemistry (Volume 3, Issue 6, November 2017)
Page(s) 94-98
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Chemistry, Achievement, Strategy, Instruction, Collaboration, Instructional Strategy, Collaborative Instructional Strategy

References
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[3] SE Atamonokhai, Effect of collaborative instructional strategy on students’ interest, achievement and retention in chemistry in secondary schools in Benue State (Unpublished Doctoral Thesis). Federal University of Agriculture, Makurdi, (2017).
[4] OA Ogunleye, Science education in Nigeria: Historical development, curriculum reforms and research. Lagos: Sunshine International Publishers, (1999).
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[8] EB Kolawole, Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics. Journal of Education Research and Review, 3 (2008), 33-41.
[9] ZC Njoku, Comparison of students’ achievement in the three categories of questions in SSCE practical chemistry examination. Journal of Science Teachers’ Association of Nigeria, 42 (2007), 67-72.
[10] AUG Okeke, Effective teaching of the periodic table using activity based approach: In MA Olayiwola and WS Umoh (Eds.) Science Teachers’ Association of Nigeria (STAN), Chemistry Panel Series, (2007), 9-16.
[11] BA Adeyemi, Effects of cooperative learning and problem solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Psychology, 6 (2008), 691-708.
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[17] RE Slavin, When does cooperative learning increase student’s achievement? (2007). Retrieved from http://www.sciencedirect/slavin_files/science.htm
Author Information
  • Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria

  • Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria

  • Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria

  • Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria

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    Clement Onwu Iji, Augustina Nkem Okwuchukwu Ochu, Odihi Adikwu, Sunday Esmond Atamonokhai. (2017). Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. International Journal of Pharmacy and Chemistry, 3(6), 94-98. https://doi.org/10.11648/j.ijpc.20170306.15

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    Clement Onwu Iji; Augustina Nkem Okwuchukwu Ochu; Odihi Adikwu; Sunday Esmond Atamonokhai. Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. Int. J. Pharm. Chem. 2017, 3(6), 94-98. doi: 10.11648/j.ijpc.20170306.15

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    AMA Style

    Clement Onwu Iji, Augustina Nkem Okwuchukwu Ochu, Odihi Adikwu, Sunday Esmond Atamonokhai. Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. Int J Pharm Chem. 2017;3(6):94-98. doi: 10.11648/j.ijpc.20170306.15

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  • @article{10.11648/j.ijpc.20170306.15,
      author = {Clement Onwu Iji and Augustina Nkem Okwuchukwu Ochu and Odihi Adikwu and Sunday Esmond Atamonokhai},
      title = {Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria},
      journal = {International Journal of Pharmacy and Chemistry},
      volume = {3},
      number = {6},
      pages = {94-98},
      doi = {10.11648/j.ijpc.20170306.15},
      url = {https://doi.org/10.11648/j.ijpc.20170306.15},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijpc.20170306.15},
      abstract = {This study investigated Effect of Collaborative Instructional Strategy (CIS) on Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. Its design was quasi-experimental. Its population was 6,400 Senior Secondary School two students of 301 government-approved co-educational schools in Benue State. Study sample was 216 students of 4 schools within the three Educational Zones of the state. Purposive sampling was used to select 4 out of 6 schools. Random sampling, by tossing a coin, was used to sample 2 schools for experimental group while the remaining 2 served as control group. 2 research questions and 2 hypotheses guided the study. Instrument for data collection was Chemistry Achievement Test. It was developed and validated by 3 experts; its reliability coefficient, Kuder-Richardson, K-R 21, was 0.85. Means were used to answer research questions while ANCOVA was used to test hypotheses. Students of CIS had significantly greater mean achievement score than those of Traditional Lecture Method (TLM) and there was no significant difference in mean achievement scores due to gender of CIS. Thus, CIS was more effective in enhancing students’ achievement than TLM, and was gender friendly. It was recommended that trainings be organized on use of CIS for Secondary School Chemistry teachers.},
     year = {2017}
    }
    

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    AU  - Clement Onwu Iji
    AU  - Augustina Nkem Okwuchukwu Ochu
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    JF  - International Journal of Pharmacy and Chemistry
    JO  - International Journal of Pharmacy and Chemistry
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    PB  - Science Publishing Group
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    UR  - https://doi.org/10.11648/j.ijpc.20170306.15
    AB  - This study investigated Effect of Collaborative Instructional Strategy (CIS) on Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria. Its design was quasi-experimental. Its population was 6,400 Senior Secondary School two students of 301 government-approved co-educational schools in Benue State. Study sample was 216 students of 4 schools within the three Educational Zones of the state. Purposive sampling was used to select 4 out of 6 schools. Random sampling, by tossing a coin, was used to sample 2 schools for experimental group while the remaining 2 served as control group. 2 research questions and 2 hypotheses guided the study. Instrument for data collection was Chemistry Achievement Test. It was developed and validated by 3 experts; its reliability coefficient, Kuder-Richardson, K-R 21, was 0.85. Means were used to answer research questions while ANCOVA was used to test hypotheses. Students of CIS had significantly greater mean achievement score than those of Traditional Lecture Method (TLM) and there was no significant difference in mean achievement scores due to gender of CIS. Thus, CIS was more effective in enhancing students’ achievement than TLM, and was gender friendly. It was recommended that trainings be organized on use of CIS for Secondary School Chemistry teachers.
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