EFFECT OF COLLABORATIVE TEACHING ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN ECONOMICS IN AGBANI EDUCATION ZONE, ENUGU STATE

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Authors

1. CHUKWU PETER OVUCHUKWU
2. REV. BR. PROF. OSUJI EKENE GREGORY, fms

Affiliation: Godfrey Okoye University, Enugu

ABSTRACT

This study was designed to investigate the effects of collaborative teaching on students’ academic achievement in Economics in senior secondary schools in Agbani Education Zone. The study was quasi-experimental study involving a non-randomized control group pretest, posttest design. Intact classes were used. The population of the study comprised all the senior secondary school II Economics students in Agbani Education zone. The sample size consisted of 300 Economics students stratified according to gender. The instrument used for data collection was Economics Achievement Test. The instrument was validated by three specialists. The reliability coefficient of the instrument was 0.77 using Kuder Richardson. The data collected were analyzed using mean, standard deviation and Analysis of co- variance (ANCOVA). The result of the study shows that collaborative teaching method had significant effect on student’s mean achievement in Economics. Male students achieved higher than female students in Economics. However, there was no significant effect of gender on the mean achievement of students on Economics when taught using collaborative teaching method. Based on these findings, it was recommended that teachers should endeavour to introduce collaborative teaching method (CTM) in teaching Economics. Furthermore, government should regularize the effective use of collaborative teaching method (CTM) in teaching school subjects in secondary schools. 

Key words: Collaborative Teaching, Academic Achievement, Secondary School Students , Economics, Agbani.

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