Abstract

EFFECT OF COLLABORATIVE LEARNING APPROACH ON UPPER BASIC TWO STUDENTS? ACHIEVEMENT AND INTEREST IN GEOMETRY IN PLATEAU STATE

Omenka, J.E. PhD, Prof. kyeleve, J .I & Tali, D. J.

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Abstract This study investigated the effect of collaborative learning approach on Upper Basic Two students? achievement and interest in geometry. The study was designed to find out whether students taught using collaborative learning approach would achieve better than students taught using conventional learning strategy. A further investigation was carried out to determine the effect of collaborative learning approach on upper basic two students across gender. The study was guided by 4 research questions and 4 hypotheses. The sampled consisted of 221 Upper Basic Two students from a population of 19,945 selected from two schools each of the three senatorial education zones of Plateau State for 2016/2017 academic session using multi-stage sampling technique. The total number of sampled schools was six. The study adopted a quasi- experimental non- equivalent control group research design since intact classes were assigned to experimental and control groups. Data were generated by using 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-k21) and Cronbach Alpha Method which yielded reliability co-efficients of 0.97 and 0.89 at 0.05 level of significance 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 of 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 significance 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) Based on the findings, the researcher recommended among others that Collaborative Learning Approach should be used for teaching and learning process of various topics in mathematics to improve students? achievement and interest. Curriculum developers and planners should adapt the Collaborative Learning Approach to develop and refine the mathematics curriculum in line with the collaborative learning approach philosophy and that government should further re-enforce and adapt the approach as a professional instructional approach at basic education and senior secondary school levels which form the basis for educational system and technological development.

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