Vol. 5, Issue 2 (2020)
This study was designed to investigate the effect of peer collaborative instructional strategy (PCIS) on students’ achievement and interest in numerical processes at Senior Secondary School level in Ankpa Local Government Area of Kogi State, Nigeria. The design of the study is quasi-experimental research design, specifically, the non-equivalent pretest posttest control group design. Four research questions guided the study and six hypotheses were tested at 0.05 level of significance. Ninety (90) SS I students selected out of the total population of 1200 SSI students in 24 secondary schools in the Local Government Area using simple random sampling technique. Two schools, one each was randomly assigned to experimental and control groups respectively. The 46 students in the experimental group were exposed to the use of peer collaborative instructional strategy while traditional method was used for the 44 students in the control group. Two instruments – Modular Arithmetic Achievement Test (MAAT) and Modular Arithmetic Interest Scale (MAIS) were used for data collection. The raw scores of students from MAAT and MAIS were used for data analysis. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA). The results revealed that the student taught Numerical Processes using Peer Collaborative Instructional Strategy had higher mean achievement scores and interest ratings than their counterparts in the control group. The study recommended that since the use of peer collaborative instructional strategy enhanced students’ achievement and interest, new mathematics curriculum should be aimed at making mathematics learning interesting by considering the natural diversities among students.
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