EFFECTS OF COLLABORATIVE LEARNING STRATEGY ON PERFORMANCE AMONG LOW ABILITY JUNIOR SECONDARY SCHOOL BASIC SCIENCE STUDENTS IN KANO, NIGERIA

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dc.contributor.authorISHAQ, Umar
dc.date.accessioned2017-04-06T08:27:29Z
dc.date.available2017-04-06T08:27:29Z
dc.date.issued2015-12
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN SCIENCE EDUCATION. DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA-NIGERIAen_US
dc.description.abstractThis study investigated the Effects of Collaborative Learning Strategy on Performance among Low Ability Junior Secondary School Basic Science Students in Kano, Nigeria. Quasi Experimental pretest and posttest control group research design was adopted for data collection. Pretest was conducted on the two groups. After treatment, posttest was administered. The experimental groups were given treatment for six weeks, using collaborative learning. While the control group was exposed to teaching for six weeks using lecture method. The population consists of 6,715 students. A sample of 120 subjects of both experimental and control groups was selected. The instrument used for data collection was Basic Science Achievement Test. Simple random sampling using balloting method involving a pick from a hat, was used. The Basic Science Achievement Test has reliability coefficient of 0.78. Four null hypotheses were stated in line with the research questions. Data collected were analyzed using t-test statistics at P ≤ 0.05 level of significance. The findings revealed that: there was a significant difference in the mean scores of experimental groups, with experimental group performing better. And there was a significant difference in the mean scores of female students. Both the male and female low ability students exposed to collaborative learning strategy performed better when compared to their counterparts‟ low ability students exposed to lecture method. It was recommended that curriculum planner‟s and basic science teachers to consider its suitability and in cooperate collaborative teaching strategy for the teaching of Basic Science concepts among low ability students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/8862
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectCOLLABORATIVE,en_US
dc.subjectLEARNING STRATEGY,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectLOW ABILITY,en_US
dc.subjectJUNIOR SECONDARY SCHOOL,en_US
dc.subjectASIC SCIENCE STUDENTS,en_US
dc.subjectKANO,en_US
dc.subjectNIGERIAen_US
dc.titleEFFECTS OF COLLABORATIVE LEARNING STRATEGY ON PERFORMANCE AMONG LOW ABILITY JUNIOR SECONDARY SCHOOL BASIC SCIENCE STUDENTS IN KANO, NIGERIAen_US
dc.typeThesisen_US
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