Dr John Arikpo Okri, Joy Joseph Obi & Allahoki Nimphas D.
Abstract
The main purpose of this study was to examine the effect of Collaborative Instructional Strategy on Students’ Academic Achievement in Mathematics in Calabar Education Zone of Cross River State. The study was guided by three research questions and three null hypotheses. The study adopted a quasi-experimental research using pre-test and post-test control group design involving intact classes. A total sample of eighty-five (85) students was used for the study. The study made use of two instruments; first was non-cognitive which involved the design of two instructional strategy packages which are Collaborative Instructional Strategy (CIS) and Conventional Traditional Method (CTM) and the second was a Mathematics Achievement Test (MAT) made up of 25 essay questions designed specifically to measure the achievement of students in some units of instructions in Mathematics. Data collected were subjected to statistical analysis using ANCOVA, independent t-test, mean and standard deviation. The findings of the study show, among others, that collaborative Instructional Strategy has significant effect on students’ academic achievement in Mathematics. Based on the findings of the study, it was recommended that Mathematics teachers in schools should always use CIS which will yield good results when carrying out their teaching instructions in Mathematics.