EFFECTS OF COLLABORATIVE METHOD IN TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN EBONYI STATE

Abstract

This study examined the effects of collaborative method in teaching and learning of mathematics in secondary schools in Ebonyi State. Quasi-experimental design was employed for the study. The population comprised all the public senior secondary schools two (SSS 2) students in Ohaukwu local Government Area in Ebonyi State of Nigeria. Three schools out of 16 were randomly selected using purposive random sampling technique. One hundred and fifty students were selected using intact classes. Four hypotheses were formulated and tested. Mathematics Achievement Test (MAT) instrument with reliability coefficient of 0.89 and test of stability of 0.62 respectively were used as pretest, posttest and retention tests through reshuffled the MAT items for data collection. T-test statistics were used to test the null hypotheses at a 0.05 level of significance. The results revealed that there is significant difference between the performance mean scores of students in experimental and control groups ; no significant difference between the performance mean scores of male and female students exposed to collaborative method ; significant difference existed between the retention mean scores of students in experimental and control groups ; no significant difference between the retention mean scores of male and female students exposed to collaborative method. Based on the findings of the study, it was recommended that Mathematics teachers should encourage their students to learn collaboratively; also the curriculum planner should include the use of collaborative method in the curriculum.