ADOPTION OF COLLABORATIVE INSTRUCTIONAL TEACHING METHODS FOR BRIDGING GAPS IN TEACHING-LEARNING IN SECONDARY SCHOOLS IN ANAMBRA STATE
This study examined the need for adoption of collaborative instructional teaching methods for bridging the gaps in teaching and learning in secondary schools in Anambra State. Three research questions guided the study. The study adopted the descriptive survey research design in order to collect data. The proportionate random sampling and systematic sampling techniques was used to select 50% out of 256 principals and 5% out of 5429 teachers from 256 secondary schools in Anambra State. The sample size for the study involved 128 principals and 272 teachers drawn from these secondary schools. A researchers self-developed questionnaire titled: “Adoption of Collaborative Instructional Teaching Methods Questionnaire”, (ACITMQ) containing 23 items and drawn on a 4-point scale was used to collect data for the study. The research instrument was validated by two experts; one of the experts came from the Department of Educational Foundations (Measurement and Evaluation Unit) and one expert from the Department of Curriculum Studies and Instructions, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. Reliability of the research instrument was established through a pilot-testing selecting 10 principals and 20 teachers from 10 public schools in Anambra State; whose scores after administering the instrument and collation yielded a coefficient ‘r’ value of 0.88 using the Cronbach Alpha statistical method. Data was analyzed using mean scores rated at 2.50 and standard deviation. From all the findings of the study which calls the need for adoption of collaborative instructional teaching methods for bridging the gaps in teaching and learning in secondary schools, recommendations were proffered. Among these recommendations included that: both the Federal and State government including secondary education management boards should support effective integration and adoption of collaborative instructional teaching method in the secondary schools through effective policy implementation and also provide the required resources that will aid adoption of this method of teaching in the schools; and there is need for adequate orientation and constant training/retraining programmes for principals and teachers in order to effectively adopt and practice this method into teaching and learning which is necessary for bridging gaps in the education system.