EFFECT OF COLLABORATIVE TEACHING METHOD ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS IN DEKINA LOCAL GOVERNMENT AREA, KOGI STATE

ABSTRACT ¬The study investigated the effect of collaborative teaching methods on the academic performance of senior secondary school Biology students in Dekina Local Government Area, Kogi State. To guide the study, two research questions, objectives, and hypotheses were formulated. The study was anchored on the Cognitive Development Theory, emphasizing the importance of social interaction in learning. A quasi-experimental research design was adopted. The population comprised 1,160 male and 888 female Biology students in Dekina LGA. Using multi-stage sampling techniques, a sample of 401 SSIII students was selected from five randomly chosen government secondary schools. The Biology Performance Test (BPT) was used for data collection, validated by three experts, and its reliability established at 0.78 using the Kuder-Richardson formula 20. Descriptive statistics of mean and standard deviation were employed to answer the research questions, while ANCOVA was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students taught using the collaborative teaching method performed significantly better than those taught with conventional methods. Moreover, there was a noticeable difference in performance between male and female students in both collaborative and conventional learning groups, emphasizing the need to consider gender dynamics in instructional strategies. The study concludes that the collaborative teaching method significantly enhances Biology students' academic performance, fostering better understanding, increased engagement, and stronger peer interaction. It also encourages critical thinking and problem-solving skills, resulting in improved learning outcomes. Furthermore, the observed gender-based differences underscore the importance of inclusive strategies that address diverse learning needs and promote equitable academic opportunities. The study recommends that teachers should receive continuous professional development through seminars, workshops, and conferences to enhance their skills in applying effective, student-centered teaching methods such as collaborative learning. Additionally, gender-inclusive guidance and counseling services should be adopted to support and encourage all science students equally, motivating them to enroll in and excel across various science subjects.