The Impact of Collaborative Learning Techniques on Academic Performance in Islamic Studies Among NCE Students: A Systematic Review of Empirical Studies

Abstract

This study systematically reviews empirical research on the impact of collaborative learning techniques on the academic performance of students studying Islamic Studies at the Nigerian Certificate in Education (NCE) level. The increasing shift toward student-centered learning has prompted educators to explore methods such as peer tutoring, group discussions, and problem-based learning to enhance students’ understanding and performance. The review synthesizes findings from various empirical studies to assess the effectiveness of these techniques. It also identifies challenges and proposes recommendations for optimizing collaborative learning in Islamic Studies. The findings indicate that collaborative learning improves academic performance, engagement, and critical thinking skills while also presenting challenges such as group dynamics and assessment difficulties.