Benue State University, Makurdi

EFFECT OF COLLABORATIVE INSTRUCTIONAL APPROACH ON STUDENTS’ ACADEMIC PERFORMANCE AND SELF-CONCEPT IN TRIGONOMETRY IN BENUE STATE, NIGERIA

Patrick Ogbo Olom, Benjamin Iortswam Imoko & Martha Mimi Chianson-Akaa^*

Abstract

The study examined the effect of collaborative instructional approach on students’ academic performance and self-concept in trigonometry in Education zone C of Benue state. The study answered two research questions and tested two hypotheses. The population of the study was 4587 Upper Basic Two (UBE 2) students within the study area. The sample size was 143 Upper Basic Two (UBE 2) students selected from four schools within Education zone C of Benue state using a multi-stage sampling technique. The study adopted a sample quasi-experimental non-equivalent pre-test, posttest control group design. Intact classes were randomly assigned to the experimental and control groups. Data were generated using two research instrument: Trigonometry Performance Test (TPT) and Trigonometry Self-concept Inventory (TSCI). The reliability of the instruments was established using Cronbach Alpha for TSCI with 0.71 obtained and KudarRichardson formula 20(𝐾 − 𝑅 20 ) for TPT with 0.74 obtained. Mean and standard deviations were used to test the hypotheses at 95% alpha level. Results of the study among others revealed that there was a significant difference in the mean performance scores of students taught trigonometry using discussion method (DM). The study further revealed that there was significant difference in the mean self-concept ratings of students taught trigonometry using collaborative instructional approach and those taught using discussion method. It was recommended among others that Mathematics teachers should embrace the use of collaborative instructional approach in the teaching and learning of Mathematics to improve students’ performance and self-concept.

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