Effect of Computer-Supported Collaborative Teaching Strategy on Academic Achievement and Retention of Senior Secondary School Students in Biology in Imo, Nigeria

Session Time and Location

Fri, 8 Jun 2018
9:45am to 11:15am
Room: Room:
Dunwoody A
Session Track
Session Format

This study adopted a quasi experimental design. Three research questions and three hypotheses guided the study. A sample of 87 SSII biology students was drawn from two coeducational secondary schools in Owerri of Imo State. Two instruments namely the Biology Achievement Test and Biology Retention Test were used. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using ANCOVA at 0.05 level of significance. The findings showed that CSCTS is effective in the improvement of students' academic achievement in Biology, improves student’s retention, and gender has not effect on the use of CSCTS.

  • Session References +

    Ezekoka, G.K. (2015). Maximizing the effects of collaborative learning through information and communication technology. Procedia-Social & Behavioural Sciences, 176, 1005-1011

     Sharon, Y. (2010). Collaborative learning for academic and social gains: Valued pedagogy problematic practice. European Journal of Education; 45, (2), 300 - 313.

    Vygotsky, L.S. (2005). Educational psychology (R. Silverman. Translator). University of Cambridge, MA: The MIT Press.

PDF icon aa.pdf