EFFECT OF COLLEGIAL TEACHING STRATEGY ON ACADEMIC PERFORMANCE AND RETENTION OF SCIENCE CONCEPTS AMONG SCIENCE EDUCATION STUDENTS IN USMANU DANFODIYO UNIVERSITY, SOKOTO NIGERIA
Suleiman SA’ADU Matazu & Yahya Muhammad Kamar
Department of Science and Vocational Education
Faculty of Education and Extension Services
Usmanu Danfodiyo University, Sokoto-Nigeria
Email: greatsaad10@gmail.com
ABSTRACT
This study evaluated the effect of collegial teaching strategy on academic performance and retention of science concepts among science education students in Usmanu Danfodiyo University, Sokoto Nigeria. The study adopted quasi experimental and control groups design involving pre-test, posttest and post post-test to determine retention level. The two groups involved in the study were pre-tested, treated, post tested and post post-tested for retention purpose. One hundred level students of Science and Vocational Education Department are the population of this study totaling eight hundred and sixty-seven (867). Samples of eighty students were selected for the study using convenient sampling technique. The instrument used for data collection was multiple choices Performance Test on Science, Technology and Mathematics (PTSTM). Items in the instrument were obtained from the content of the course SED 101- Introduction to Science, Technology and Mathematics. Senior Lecturers with PhD in Science Education validated the instrument and reliability index of 0.74 was obtained using split-half method. Pearson Product Moment Correlation was used first to determine the correlations of the two halves before Brown Prophesy was used to determine the reliability of the full instrument. Data collected were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Result from findings showed that there is significant difference between the academic performance of students in experimental and control groups in favor of experimental group. No significant difference between the academic performance of male and female students in experimental group was observed while in the post post-test for retention, significant difference between the academic performance of students in experimental and control groups in favor of experimental group was found. On the ground of the findings the research recommends among others that Collegial teaching strategy should be use at universities as an instrument for meaningful and effective learning of science and its related fields as well as improvement of student’s performance and retention in those fields.
Keywords: Collegial Teaching Strategy, Lecture Method, Retention, Academic Performance, Science Education
