Assessing the Impact of Collaborative Teaching Strategies on Data Processing Learning Outcomes Among Postgraduates Students in University of Nigeria, Nsukka

The study assessed the impact of collaborative teaching strategies on data processing learning outcomes among postgraduate students of Faculty of Education, University of Nigeria, Nsukka. The study was guided by two research objectives, two research questions and two null hypotheses. The study adopted a descriptive survey design with a population of 630 (400 PG students and 230 lecturers in the Faculty of Education, University of Nigeria, Nsukka). The sample size of the study was 244 (48 lecturers and 196 PG students). Proportionate stratified sampling technique was adopted in selecting the sample size of the study. A well-structured questionnaire titled: ‘Impact of Collaborative Teaching Strategies on Data Processing Learning Outcomes Questionnaire’’. The instrument was validated by three experts in Measurement and Evaluation in Department of Educational Foundations, Rivers State University. The reliability of the instrument was established using Cronbach’s Alpha method, reliability co-efficient of 0.83 and 0.81 were obtained for the two clusters of the instrument. Mean was used in answering the research questions, while the t- test statistics was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that lecturer’s collaborative teaching on data processing on postgraduate students’ learning outcome have high extent on their effectiveness of co-teaching in teaching data processing, and low extent in employing peer feedback techniques. It was recommended among others that Lecturers should involve students in data processing, help them to develop critical thinking and problem-solving skills