Idiege, Kimson Joseph (PhD); Obi, Joy O. & Agiande, Innocent Undie
Abstract
This study investigated the effects of Collaborative learning strategy on students’ academic achievement and retention in balancing Redox equations in Chemistry in Ogoja Education Zone, Cross River State, Nigeria, Quasi-experimental research design involving pretest, post-test, delayed post-test, non-equivalent control group was adopted. The sample comprised 292 SSII students drawn from population of 6,643 using purposive sampling technique. Redox Equation Achievement Test (REAT) with reliability coefficient of 0.72, using Kuder-Richardson formula – (Kr) 21, was adopted instrument for obtaining data. Four research questions, using mean and standard deviation were addressed, while four hypotheses were formulated and tested at 0.05 levels of significance, using analysis of covariance (ANCOVA). Results showed that: (i) there was significant difference between the mean achievement scores of students taught Electrochemistry concept using Collaborative learning strategy and those taught using conventional instructions, (ii) there was significant difference between the mean retention scores of students taught using Collaborative learning strategy and those taught using the conventional instructions, (iii) there was no significant difference between the mean achievement scores of male and female students taught using Collaborative learning strategy, (iv) there was no significant difference between the mean retention scores of male and female students taught using Collaborative learning strategy. Based on these findings, conclusion was drawn and recommendations were made to include among others that government and stakeholders in STEM education should regularly organize workshops, seminars and conferences to update teachers’ pedagogical knowledge in chemistry.