IMPACT OF COLLABORATIVE LEARNING STRATEGY ON ACADEMIC ACHIEVEMENT AND RETENTION OF SENIOR SECONDARY SCHOOL GEOGRAPHY STUDENTS IN BOSSO, LOCAL GOVERNMENT AREA, MINNA

Abstract

This study investigated the impact of collaborative learning strategy on the academic achievement and retention of senior secondary school geography students in Bosso Local Government Area Minna, Niger State. The study adopted quasi-experimental pretest-posttest control group design. A total sample size of eighty-seven students participated in the study. Four research questions and four hypotheses guided the study. The instrument used for data collection was Geography Achievement Test (GAT) and Geography Retention Test (GRT) which comprises of 20 multiple questions with four options and one correct answer, two senior lecturers in educational technology and one Geography teacher from senior secondary school validated the content of the instrument. The reliability coefficient was calculated using Kuder Richardson (K-R21) with reliability coefficient of 0.72. For data analysis, the research questions were analyzed with mean and standard deviation. Four null hypotheses were tested at 0.05 significance using T-test. Findings of the study revealed that collaborative learning strategy has a higher positive effect on student’s academic achievement and retention in geography than the conventional teaching method. Some recommendations were made based on the findings. For example, science teachers should spice up their methods of teaching by using collaborative learning in their lesson delivery since it enhances achievement and active participation