Collaborative learning method: effects of ability levels and school-type on the junior secondary students’ business studies achievement in Edo State

Abstract

This study investigated collaborative learning method: effects of ability levels and school-type on the junior secondary students’ business studies achievement in Edo state, Nigeria. Two research questions were raised, and two hypotheses were tested at 0.05 level of significance. Quasi-experimental research design of non-randomized pre-test, post-test was employed. The population of the study was Business Studies students in Junior Secondary Schools in Oredo Local Government Area of Edo State. The study sample was made up of 160 intact group classes of Junior Secondary 11 (J.S.2) students. A multi-stage sampling technique was employed. The instrument for data collection was 50 items multiple choice use in Business Studies. The reliability of the instrument was determine using test re-test method which gave a coefficient value of 0.78. The data collected were analyzed using Mean, Standard Deviation, ANCOVA and independent t-test. The findings revealed that there was a significant difference in the mean academic achievement scores based on the ability level of the students exposed to collaborative teaching method, which occurred between the high and low ability level students. There was no significant difference between the mean academic achievement scores of students in public and private schools exposed to collaborative teaching in Business Studies. It was concluded that that private school students performed better than the public school students when exposed to collaborative learning. It was recommended among others that collaborative learning method should be used as a method of teaching Business Studies in Junior Secondary Schools since it leads to exchange of ideas and better understanding among students.

Keywords: Collaborative learning, Academic Achievement, Business Studies, Public and Private Schools