EFFECT OF COLLABORATIVE LEARNING STRATEGY ON STUDENTS’ INTEREST IN GEOMETRY AMONG SENIOR SECONDARY SCHOOLS IN ZARIA METROPOLIS, KADUNA STATE, NIGERIA

Abstract

This study aimed to examine the impact of the collaborative learning strategy on students' level of interest in geometry inside senior secondary schools located in Zaria Metropolis, Kaduna State, Nigeria. The study utilised a pre-test, post-test, quasi-experimental design. The researchers employed the Simple Random Sampling Technique to choose two co-educational schools from the population for the purpose of constituting the sample. The study's sample comprised 126 pupils, with 61 being male and 65 being female, selected from two distinct schools within the zone. The data collection tool employed in this study was the Student Geometry Interest Inventory (SGII). The dependability of the SGII was determined to be 0.88 using the Cronbach Alpha reliability coefficient. The research inquiries were addressed through the utilisation of mean and standard deviation calculations, while the null hypotheses were assessed at a significance level of 0.05 utilising independent sample t-test statistics. The findings of the study indicated that students who were instructed in geometry through the implementation of a collaborative learning strategy had a higher level of interest in the subject compared to those who were taught using traditional instructional methods. The study further demonstrated that there was no significant difference in interest ratings between male and female students in the experimental group. Based on the results obtained from this study, it is advisable to provide training for teachers and arrange workshops and seminars specifically tailored for mathematics educators. This training should focus on equipping teachers with the necessary skills to effectively implement the Collaborative Learning Strategy in their mathematics instruction, among other strategies