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.
| Published in | International Journal of Pharmacy and Chemistry (Volume 3, Issue 6) |
| DOI | 10.11648/j.ijpc.20170306.15 |
| 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), 2017. Published by Science Publishing Group |
Chemistry, Achievement, Strategy, Instruction, Collaboration, Instructional Strategy, Collaborative Instructional Strategy
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APA Style
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
ACS 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
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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Download@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://article.sciencepublishinggroup.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}
}
TY - JOUR T1 - Effect of Collaborative Instructional Strategy on Male and Female Students’ Achievement in Secondary School Chemistry in Benue State, Nigeria AU - Clement Onwu Iji AU - Augustina Nkem Okwuchukwu Ochu AU - Odihi Adikwu AU - Sunday Esmond Atamonokhai Y1 - 2017/11/30 PY - 2017 N1 - https://doi.org/10.11648/j.ijpc.20170306.15 DO - 10.11648/j.ijpc.20170306.15 T2 - International Journal of Pharmacy and Chemistry JF - International Journal of Pharmacy and Chemistry JO - International Journal of Pharmacy and Chemistry SP - 94 EP - 98 PB - Science Publishing Group SN - 2575-5749 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. VL - 3 IS - 6 ER -
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