COMPARATIVE ANALYSIS BETWEEN COLLABORATIVE AND CONVENTIONAL LEARNING METHOD ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS STUDENTS IN DALA EDUCATION ZONE KANO

The study aimed to investigate the comparative effects of collaborative and conventional learning methods on the academic performance of senior secondary school students in the Dala Education Zone, Kano. A quasi-experimental research design was employed, involving 365 SS3 students who were randomly assigned to either a collaborative learning group (n = 183) or a conventional learning group (n = 182). The collaborative group engaged in interactive and group-based learning strategies, while the conventional group received instruction through traditional lecture methods. The data were analyzed using one-way ANOVA to assess the impact of the learning methods on students’ academic performance. The results revealed a statistically significant difference in mean test scores between the groups (F = 136.1372, p < 0.05), with students in the collaborative learning group achieving higher mean scores (8.78) compared to those in the conventional learning group (7.40). This suggests that collaborative learning is more effective in enhancing students’ academic performance. The study concluded that incorporating collaborative learning strategies significantly improves students’ understanding and engagement compared to conventional methods. It is recommended that educators integrate collaborative learning techniques into their teaching practices to enhance student performance and active participation in the learning process.