STUDENTS' AWARENESS OF ENGLISH GRAMMAR USING COLLABORATIVE INSTRUCTIONAL STRATEGY IN BAYELSA STATE.

Abstract

The study investigates Effect of Collaborative Instructional Strategy on Students' Awareness of English Grammar in Yenagoa Local Government, Bayelsa State. This study adopted a Pre-test Post-test quasi-experimental design. Purposive sampling technique was used to get a sample size of 75 students from three secondary schools in Bayelsa State. two research questions and two hypotheses guided the study. The instrument for data collection was a Questionnaire, designed by the teacher titled “Questionnaire on Collaborative Strategy on students’ Awareness of English Language”. The instrument was validated by three subject matter experts and two experts in measurement and evaluation. Pearson Product Moment was used to calculate the reliability of the instruments at 0.81 reliability index. Mean and standard deviation were used to answer the research questions while t-test was used to test the Hypotheses. The result indicated that students taught English grammar using Collaborative instructional strategy performed better. The also indicated that the use of the collaborative Instructional strategy to teach English Grammar slightly improved the awareness level of students. Furthermore, the awareness level of male and female students taught English Grammar using collaborative Instructional strategy differ in favour of the female students. The Hypothesis indicated that there is significant difference in the pretest and post-test awareness level of students taught English Grammar using collaborative Instructional strategy. Also, there is no significant difference in the awareness level of male and female students taught English Grammar using collaborative Instructional strategy. It is therefore recommended that Teachers should incorporate collaborative instructional strategy when teaching English grammar to enhance student’ performance, due to its effectiveness in improving the learning outcomes and it is not gender bias.