ABSTRACT

 This study investigated the effects of collaborative instructional teaching strategy on physics achievement of students at the senior secondary school level in mi Local Government Area of Akwa Ibom State. The effect of interaction of collaborative instructional teaching strategy, gender and location on physics achievement was also examined. Four research questions were generated and four null hypotheses were formulated to guide the study. The study was a non-equivalent control group quasiexperimental design, involving one treatment and one control group. A total of 115 senior secondary class two students from four co-educational senior schools in mi Local Government Area of Akwa Ibom State made up the sample for the study. In each school, one intact class was randomly selected and the intact classes were also randomly assigned to experimental and control conditions.The instrument used in gathering data for the study was Physics Achievement Test (PAT)and two training programmes namely: Collaborative Instructional Teaching Strategy Lesson Plan and Conventional Lesson Plan, were developed, by the researcher.The Collaborative Instructional Teaching Strategy Lesson Plan was used for the experimental group while the control group received training using the conventional teaching method. The data obtained were analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The major findings of the study were that Intervention using collaborative instructional strategy significantly improved the Physics achievement of senior secondary school students; gender did not significantly influence the Physics achievement of students exposed to training in collaborative instructional strategy. Males and females benefited equally from the strategy; there was no significant difference between the achievement of the physics students living in the urban areas and those living in the rural areas based on the use of collaborative method; and there were no significant interaction effects of the instructional method, gender and school location on students' achievement in physics. A major educational implication of the findings was that training in collaborative instructional teaching strategy improves physics achievement and this suggests that teachers would achieve better results if trained on how to use the strategy. It was thus recommended that emphasis should be given to equipping students with the relevant skills in using collaborative instructional teaching strategy and that teacher preparation institutions should incorporate collaborative instructional teaching strategy in the relevant areas of the curriculum units and expose both the pre-service and in-service teachers to this teaching strategy.