INVESTIGATION ON THE ROLE OF COLLABORATIVE LEARNING ON THE ACADEMIC PERFOMANCE OF CHEMISTRY STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN AZARE

ABSTRACT This study investigated the role of collaborative learning on the academic performance of Chemistry students in selected secondary schools in Azare, Bauchi State. The objectives of the study were to examine the effect of collaborative learning strategies on students’ understanding of Chemistry concepts, determine whether collaborative learning enhances students’ academic performance, and identify challenges associated with its implementation. The study employed a quasi-experimental research design using pre-test and post-test control groups. A total of 120 Senior Secondary School Two (SSS II) Chemistry students were selected from four secondary schools through a multi-stage sampling technique. The experimental group was taught using collaborative learning strategies such as group discussion, peer teaching, and problem-solving, while the control group was taught using the conventional lecture method. Data were collected using a Chemistry Achievement Test (CAT) and structured questionnaires, which were validated by experts and tested for reliability using the Kuder-Richardson (KR-20) formula with a coefficient of 0.82. Data obtained were analyzed using mean, standard deviation, and t-test at 0.05 level of significance.The findings revealed that students taught with collaborative learning strategies performed significantly better in the post-test than those taught using the lecture method. Collaborative learning also improved students’ participation, motivation, and confidence in learning Chemistry. However, challenges such as unequal participation, dominance by some students, and large class sizes were identified. The study concludes that collaborative learning is an effective teaching strategy that enhances students’ academic performance in Chemistry. It was recommended that Chemistry teachers adopt collaborative learning strategies to promote active participation and deeper understanding of concepts, and that schools provide enabling environments for effective group activities.