Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability
Education is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind i...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2021-06-01
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| Series: | LUMAT |
| Subjects: | |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/1397 |
| _version_ | 1818404711675461632 |
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| author | Saheed Adejimi Wenceslas Nzabalirwa William Shivoga |
| author_facet | Saheed Adejimi Wenceslas Nzabalirwa William Shivoga |
| author_sort | Saheed Adejimi |
| collection | DOAJ |
| description | Education is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind in this change. Though collaborative teaching and learning are quite popular in Africa, its variants/forms, consensus group and cooperative reflective journal writing are not. The effect of collaborative instructional strategies (consensus group and cooperative reflective journal writing) on students' achievement in biology as moderated by verbal ability was determined in this study. Three hundred five senior secondary school II students from two local governments' area within Ibadan Metropolis participated in the study. The Students' Biology Achievement Test (SBAT) and the Students' Verbal Ability Test (SVAT) were the main data collection tools used for this study. Data generated were analysed using Analysis of Covariance (ANCOVA) and Bonferonni post hoc test. Results show that both forms of collaborative instructional strategies improved students' achievement in biology. Results showed that students exposed to the cooperative reflective journal writing achieved more in biology followed by students in the consensus group strategy. Collaborative strategy can be a feasible alternative approach to teaching biology as it fairly addresses issues of interaction in the classroom. This has helped students develop their communication and also improve their socialisation skills in the classroom and beyond. |
| first_indexed | 2024-12-14T08:44:30Z |
| format | Article |
| id | doaj.art-fdd4ff0f096248d69506b80bc03713a9 |
| institution | Directory Open Access Journal |
| issn | 2323-7112 |
| language | English |
| last_indexed | 2024-12-14T08:44:30Z |
| publishDate | 2021-06-01 |
| publisher | LUMA Centre Finland |
| record_format | Article |
| series | LUMAT |
| spelling | doaj.art-fdd4ff0f096248d69506b80bc03713a92022-12-21T23:09:13ZengLUMA Centre FinlandLUMAT2323-71122021-06-019110.31129/LUMAT.9.1.1397Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal abilitySaheed Adejimi0Wenceslas Nzabalirwa1William Shivoga2University of Rwanda, RwandaUniversity of Rwanda, RwandaMasinde Muliro University of Science and Technology, Kakamega, KenyaEducation is changing rapidly. Schools are gradually shifting away from the traditional mode of instruction and toward a more active model of learning, in which students are collaborating on projects in small groups and then sharing their work with the class. Africa cannot afford to be left behind in this change. Though collaborative teaching and learning are quite popular in Africa, its variants/forms, consensus group and cooperative reflective journal writing are not. The effect of collaborative instructional strategies (consensus group and cooperative reflective journal writing) on students' achievement in biology as moderated by verbal ability was determined in this study. Three hundred five senior secondary school II students from two local governments' area within Ibadan Metropolis participated in the study. The Students' Biology Achievement Test (SBAT) and the Students' Verbal Ability Test (SVAT) were the main data collection tools used for this study. Data generated were analysed using Analysis of Covariance (ANCOVA) and Bonferonni post hoc test. Results show that both forms of collaborative instructional strategies improved students' achievement in biology. Results showed that students exposed to the cooperative reflective journal writing achieved more in biology followed by students in the consensus group strategy. Collaborative strategy can be a feasible alternative approach to teaching biology as it fairly addresses issues of interaction in the classroom. This has helped students develop their communication and also improve their socialisation skills in the classroom and beyond.https://journals.helsinki.fi/lumat/article/view/1397Achievementcollaborativeconsensuscooperative reflective journal writingverbal ability |
| spellingShingle | Saheed Adejimi Wenceslas Nzabalirwa William Shivoga Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability LUMAT Achievement collaborative consensus cooperative reflective journal writing verbal ability |
| title | Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability |
| title_full | Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability |
| title_fullStr | Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability |
| title_full_unstemmed | Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability |
| title_short | Innovative collaborative instructional strategies: it’s effect on secondary school students’ achievement in biology as moderated by verbal ability |
| title_sort | innovative collaborative instructional strategies it s effect on secondary school students achievement in biology as moderated by verbal ability |
| topic | Achievement collaborative consensus cooperative reflective journal writing verbal ability |
| url | https://journals.helsinki.fi/lumat/article/view/1397 |
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