Collaborative problem-solving strategy and senior secondary school students' performance in bearing in Bosso Local Government Area, Niger State Nigeria

Abstract

The study examined collaborative problem-solving strategy and senior secondary school students’ performance in bearing in Bosso local government area of Niger State. A quasi-experimental design was employed for the study. The population of the study consisted of 4,478 SS Two students from 17 public senior secondary schools. Two intact classes were randomly selected from two schools using simple random techniques. A total of 215 SSII students formed the sample. The experimental group has a sample size of 105 (63 males, 42 females) and the control group has a sample size of 110 (77 males, 33 females). Two research questions and null hypotheses were formulated and tested at 0.05 levels of significance. An instrument was developed for data collection (used for pre-test and post-test) and validated by experts, with a reliability coefficient estimated as r = 0.73. The results revealed that there was a significant difference in the performance of students taught bearings using collaborative problem-solving strategy (CPS) and those taught using Conventional Teaching Method (CTM). Also, there was no significant difference in the performance of male and female students taught bearing using CPS. Based on the findings, it was recommended among others that mathematics teachers should incorporate CPS in their instructional strategies.