Effect of Collaborative Learning on Elementary School Students’ Academic Achievement in Science

Saeed Ullah, Majida Khatoon, Muhammad Mansoor Abbas, Farkhunda Rasheed Chaudhery, Muhammad Faisal Kaleem, Muhammad Akhtar

Abstract

Science is essential for human life because it enables humans to cope with modern challenges. Effective teaching methods help students enhance their performance in science. This study aimed to examine the effect of collaborative teaching on the academic achievement of grade 8 students in science. The study was experimental with a pretest-posttest-nonequivalent control group design. Grade 8 students of a government elementary school in district Vehari participated in the study. A science achievement test developed by the school examination committee measured the students' academic achievements. There were 23 students in the control group and 20 – in the experimental group. The intervention for the experimental group was in the form of a collaborative teaching method for 12 weeks. The same pretest and post-tests were for the control and experimental groups. The results obtained from the tests were analyzed using the independent samples t-test. There was a significant difference between the mean scores of both groups. The experimental group got a higher score than the control group. We concluded that the collaborative method enhanced elementary school students’ achievement in science.

 

Keywords: science, achievement, elementary school students.

 

https://doi.org/10.55463/issn.1674-2974.50.10.23


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