EFFECTS OF COLLABORATIVE AND COMPETITIVE LEARNING STRATEGIES ON UPPER BASIC II STUDENTS? INTEREST AND ACHIEVEMENT IN BASIC SCIENCE
ABSTRACT
The various ways of approaching learning are generally termed learning strategies. Students adopt different types of learning strategies during the process of learning in other to attain the objectives of learning. Learning strategy has a considerable effect when explaining science achievement; this study investigated the effects of collaborative and competitive learning strategies on students? interest and achievement in Basic Science. It was guided by six research questions and six hypotheses. The study adopted quasi-experimental design; it was specifically a non-equivalent control group design. The population of the study comprised all upper basic II students in all the government junior secondary schools in Takum and Wukari Local Government Areas of Taraba state. The sample comprised of students from eight intact classes from four schools in the study area. Out of these schools, two schools were exposed to collaborative learning strategy while the remaining two were exposed to competitive learning strategy. Two instruments were used for data collection namely Students? Interest in Basic Science (SIIBS) and Basic Science Achievement Test (BSAT) which were developed by the researcher. The validity and reliability of these instruments were established. For the validity of SIIBS, construct validity was established using factor analysis while the validity of BSAT was established using face and content validity. The reliability of the instruments was established using Cronbach Alpha for SIIBS and Kudder Richardson formula 20(K-R20) for BSAT. Mean and standard deviation were used to provide answers for the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study among others revealed that collaborative learning strategy enhanced students? interest and achievement in Basic Science as well as reduced the gender gap that existed between male and female students in Basic Science interest and achievement. Finally, the result of the study also showed that the interaction effect of learning strategy and gender was statistically insignificant for students? interest and achievement in Basic Science. Based on these findings, the researcher among others recommended that Basic Science students should be encouraged to develop and adopt the use of collaborative learning strategy in learning basic science. Also government should endeavor to organize regular workshops to train Basic Science teachers on the development and use of collaborative learning strategy. This research will enable teachers to acquire innovative pedagogical capability with respect to handling issues concerning students? interest and achievement in Basic Science.
CHAPTER ONE
INTRODUCTION Background of the Study
Science Education in Nigeria dates back to the pre-independent days. It is the training given to individuals in order to enable them appreciates their environment and how to become useful to themselves and the society at large. According to Anegbe and Adeoye (2006) the Nigerian child is introduced to science right from the primary school. The essence is to enable the learner to develop interest in science, learn science, ?do? science and contribute effectively to the scientific and technological development of the nation. The foundation of science is presented to the learner at the basic level of education.
The name Basic level of education was introduced into the Nigerian educational system under the Universal Basic Education (UBE) program. UBE is a reformed program in Nigeria?s basic education delivery system, (from primary one to junior secondary 3) designed to reinforce the implementation of the National Policy on Education (NPE) in order to provide greater access and ensure quality learning throughout the federation as it is free and compulsory (Adomeh, Arhedo & Omoike, 2007). The structure of the UBE program is made up of three levels in the following sequence; lower basic education (primary 1-3), middle basic education (primary 4-6) and upper basic education (junior secondary school (JSS) 1-3).
