Impact of collaborative teaching on students’ performance in Higher Education Institutions

Abstract

The study sought the impact of Collaborative teaching on students performance in Higher Education Institutions. The study was guided by four research questions and hypotheses. The researcher employed the use of the descriptive survey research design frequency, percentage, mean band standard deviation. Data was collected using Likert Scale; strongly agree, Agree, Disagree and Strongly Disagree. A sample size of 326 respondents were chosen from 5 state Universities in Cameroon using the Krejcie and Morgan table (1970) to determine the sample size. A selfadministered and online questionnaire was used to collect information from respondents. The collected data were analyzed by Statistical Product Service Solution (SPSS). Correlation, coefficient and ANOVA was used to test the various hypotheses and to show the relationship between collaborative teaching and Students performance. Regression was also used in the case of brainstorming to predict its level of significance students’ performance. The finding of the study revealed collaborative teaching has positive contribution on Students Performance. The study established a positive relationship between collaborative teaching and students’ performance. Collaborative teaching will increase students’ performance if well used.