Improving Senior Secondary School Students' Academic Performance in Mathematics Through Collaborative Teaching Method in Anambra State, Nigeria

The study investigated improving senior secondary school students’ academic performance in mathematics through collaborative teaching method in Anambra state, Nigeria. Two research questions and two hypotheses were formulated to guide the study. The study utilized two intact SS1 classes using a simple random sampling method by balloting to select the classes for the study. The sample of the study comprised ninety-six SS1, mathematics students. The instrument for data collection was Mathematics Performance Test (MPT) made up of twenty (25) multiple choice items which were first validated and later administered to 25 SS1 students in another school (not among the study schools) to determine the reliability index which was found to be 0.78. The instrument used to determine the reliability coefficient was Pearson’s product-moment correlation coefficient. The instrument was then administered to students as a pre-test at the beginning of the study. Then after the pre-test, the class was taught for two weeks. After the teaching, the same test was administered as a post-test but was reshuffled this time. The research questions were answered using mean and standard deviation while the hypotheses were analyzed using a t-test at 0.05 level of significance. The t-test analysis of gender revealed that there is no significant difference between male and female students taught physics using the collaborative teaching method although. T-test results between the experimental group (collaborative teaching method) and control group (lecture method) revealed that there is a significant difference between the experimental and control group in favour of the experimental group