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The problem of poor achievement among secondary school students in mathematics calls for innovative, practical and student centred approach using collaborative learning strategy. The quasi experimental study with pretest post- test design study was conducted to determine effect of collaborative instructional strategy on the academic achievement of secondary school mathematics students in Anambra State. Four research questions and seven hypotheses guided the study. The sample size consisted of 173 Senior Secondary One (SS I) students drawn through purposeful sampling technique from four co-educational secondary schools in Awka Education Zone of Anambra State. Data were collected using a Teacher Made Achievement Test (TMAT) validated by experts and duely tested for reliability. The reliability value was 0.80(STAD), 0.76 (JS), 0.73(NHT). The data collected were analyzed using mean scores for Research questions. ANCOVA was utilized in testing the hypotheses. The result indicated that Student Team Achievement Division (STAD), Jigsaw (JS), Number Heads Together (NHT) aspects of collaborative instructional strategy are very effective in enhancing students’ academic achievement in mathematics. That STAD was most effective when compared with JS and NHT in enhancing students academic achievement in mathematics. The result also revealed that STAD, JS and NHT do not differ significantly in enhancing students academic achievement in mathematics. Based on the findings and implications, it is necessary for guidance counsellors to start early to counsel students on the use of collaborative instructional strategy in their learning of mathematics. School counselors should also incorporate collaborative instructional strategy as part of study habit technique in helping students enhance their academic achievement in mathematics.
The following research questions guided the study:
- What is the effect of Students‟ Team Achievement Division learning technique on academic achievement of students in mathematics?
- What is the effect of Jigsaw learning technique on students‟ academic achievement in mathematics?
- What is the effect of Number Heads Together learning technique on students‟ academic achievement in mathematics?
- Which of these learning techniques (STAD, JS, NHT) is most effective on students‟ academic achievement in mathematics?
The findings of the study were generalized by the following hypotheses tested at 0.05 level of significance.
- There is no significant difference in the achievement mean scores of students exposed to STAD learning technique and those who received conventional counselling on academic achievement of students in
- There is no significant difference in the mean scores of students exposed to Jigsaw learning technique and those who received conventional counselling on academic achievement of students in mathematics.
- There is no significant difference in the mean scores of students exposed to NHT learning technique and those who received conventional counselling on academic achievement of students in mathematics.
- There is no significant difference in the mean scores of students exposed to STAD, JS and NHT learning techniques on students‟ academic achievement in mathematics.
- There is no significant difference in the mean scores of students exposed to STAD and JS learning techniques on academic achievement of students in
- There is no significant difference in the mean scores of students exposed to STAD and NHT learning techniques on academic achievement of students in mathematics.
- There is no significant difference in the mean scores of students exposed to Jigsaw and NHT learning techniques on academic achievement of students in mathematics.
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