Effect of Peer Collaborative Learning Strategy on Motivation and Academic Performance in Physics among Public Senior Secondary School Students in Katsina State, Nigeria

Yahaya Yusuf Maina, Solomon Moses

Abstract


This research examined the effect of peer collaborative learning strategy on motivation and academic performance in physics among public senior secondary school students in Katsina State, Nigeria. The study aimed to investigate how peer collaborative learning strategy will influence students’ motivation and academic performance in physics among public senior secondary schools in Katsina State. Two research questions were formulated with their corresponding null hypothesis. The study adopted a quasi-experimental pre-test post-test control group design which compared the control group using a conventional teaching method with an experimental group using a peer collaborative learning strategy to identify its effect on students’ motivation and academic performance in physics subject. The study population comprises 96 S.S II students from two public secondary schools in Kastin State. The participants were distributed equally into the control and experimental groups of 48 students each. Two instruments were used for data collection. Academic Motivation Questionnaire (A.M.Q) and a 20-item Physics Achievement Test (PAT) based on the S.S II Physics subject contents. Experts validated the instruments and have a reliability coefficient of 0.76 and 0.89, respectively. The experimental process took six weeks. The data was analysed using Analysis of Covariance (ANCOVA) statistics at a 0.05 level of significance. The result showed that there was a significant difference in the mean scores of students taught Physics with peer collaborative learning and those taught with the conventional method (F = 484.027, p= 000) and there is a significant effect of Peer Collaborative Learning of Public Senior secondary school student’s Motivation in Physics (F = 208.466, p= 002). Based on the findings, it was recommended among others that Physics teachers should adopt a peer collaborative learning strategy during instructions since it was discovered to be more effective than the conventional method and that seminars, workshops and conferences can be organized by either school administrators or Ministry of education on understanding peer collaborative learning strategy and how to use it during instruction.


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