Article

The Relative Effectiveness of Collaborative Learning Approach on Secondary School Students' Understanding of the Concept of Electromagnetic Induction

Citation

Adolphus T, Onwioduokit FA & Dike JW (2015) The Relative Effectiveness of Collaborative Learning Approach on Secondary School Students' Understanding of the Concept of Electromagnetic Induction. British Journal of Education, Society and Behavioural Science, 6 (3), pp. 210-217. https://doi.org/10.9734/BJESBS/2015/9427

Abstract
This study compared the relative effectiveness of Collaborative and Demonstration Teaching Approaches on students’ conceptual understanding of electromagnetic induction in secondary schools in Nigeria. Two research questions and one hypothesis were formulated to guide the research. The research quasi experimental design was adopted for this study. The population of the study is made up of the 323 Senior Secondary III physics students in all six public co-educational Senior Secondary schools in Port Harcourt local Government Area. A sample of 180 students, comprising 120 males and 60 females, were selected for the study. Simple Means, Standard Deviation and Variance were used to answer research questions while t-test was utilized for the testing of the hypothesis. The results show that students taught with Collaborative Learning Approach understood better than those taught with Demonstration Approach. Based on the effectiveness of the Collaborative learning approach, it is recommended that teachers be acquainted with the techniques and use of collaborative and other constructivists teaching approaches in science classrooms.

Keywords
Collaborative learning; electromagnetic induction; co-educational

Journal
British Journal of Education, Society and Behavioural Science: Volume 6, Issue 3

StatusPublished
Publication date31/12/2015
Publication date online14/01/2015
Date accepted by journal09/06/2014
URLhttp://hdl.handle.net/1893/26193
PublisherSCIENCEDOMAIN International
ISSN2278-0998