COLLABORATIVE LEARNING METHOD: EFFECTS OF ABILITY LEVELS AND SCHOOL-TYPE ON THE JUNIOR SECONDARY STUDENTS’ BUSINESS STUDIES ACHIEVEMENT IN EDO STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the effects of the collaborative learning method on the achievement of junior secondary school students in Business Studies, considering the factors of ability levels and school type. The study was conducted in Edo State, Nigeria, and aimed to investigate whether students’ ability levels and the type of school they attended influenced their academic performance when exposed to collaborative learning.
A sample of junior secondary school students from various schools in Edo State participated in the study. The participants were divided into two ability levels: high ability and low ability, based on their previous academic performance. Additionally, the schools were categorized into two types: public and private schools.
The study adopted a quasi-experimental design, with two groups: the experimental group, which received collaborative learning instruction, and the control group, which received traditional teacher-centered instruction. Pre-test and post-test measures were used to assess students’ achievement in Business Studies.
The findings of the study revealed that collaborative learning had a significant positive effect on the students’ achievement in Business Studies. The experimental group, which received collaborative learning instruction, outperformed the control group in terms of academic achievement. This finding suggests that collaborative learning enhances students’ understanding and retention of Business Studies concepts.
Furthermore, the study found that the effects of collaborative learning varied based on students’ ability levels and school type. High-ability students demonstrated more significant improvement in academic achievement compared to low-ability students. Additionally, private school students exhibited higher achievement gains than their counterparts in public schools.
These findings imply that collaborative learning is an effective instructional approach for enhancing students’ achievement in Business Studies. Educators and policymakers should consider implementing collaborative learning strategies in junior secondary schools, particularly for high-ability students and those attending private schools. Additional research is recommended to explore the factors contributing to the differential effects of collaborative learning based on ability levels and school type.
Keywords: Collaborative learning, ability levels, school type, junior secondary students, Business Studies, achievement, Edo State, Nigeria
COLLABORATIVE LEARNING METHOD: EFFECTS OF ABILITY LEVELS AND SCHOOL-TYPE ON THE JUNIOR SECONDARY STUDENTS’ BUSINESS STUDIES ACHIEVEMENT IN EDO STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS