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
Volume 3, Issue 6, November 2017, Pages: 94-98
Received: Oct. 6, 2017;
Accepted: Oct. 31, 2017;
Published: Nov. 30, 2017
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Clement Onwu Iji, Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria
Augustina Nkem Okwuchukwu Ochu, Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria
Odihi Adikwu, Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria
Sunday Esmond Atamonokhai, Department of Science Education, Federal University of Agriculture, Makurdi, Nigeria
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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.
Chemistry, Achievement, Strategy, Instruction, Collaboration, Instructional Strategy, Collaborative Instructional Strategy
To cite this article
Clement Onwu Iji,
Augustina Nkem Okwuchukwu Ochu,
Sunday Esmond Atamonokhai,
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.
Vol. 3, No. 6,
2017, pp. 94-98.
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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