Volume 3, Issue 7, July – 2018 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Impact of the 21𝑠𝑡 Century Skill (Collaboration
Skills) on Students’ Academic Performance in Nature
of Statistics at Mukuba University
Banda Gerald1 Musonda Allan2
1
Mukuba University, Kitwe, Zambia.
2
Copperbelt University, School of Mathematics and Natural Sciences, Kitwe, Zambia
Abstract:- The current study was designed to investigate
the impact of the 𝟐𝟏𝒔𝒕 century skill (collaboration skills)
on students’ academic performance in Nature of
Statistics at Mukuba University. The design of the study
was quasi-experimental one group pre-test and post-test.
The sample consisted of 𝟐𝟎 second year students at
Mukuba University who were studying statistics.
Students learnt Nature of Statistics lessons using
Collaboration Learning Approach for one month. The
researcher developed an instrument for data collection:
Nature of Statistics Performance Test (NSPT). Shapiro-
Wilks test was used to test for normally in order to
determine if the sample was coming from the normal
population. Data for the study was analysed using
dependent sample t-test. The null hypothesis was tested
at 𝟎. 𝟎𝟓level of significance. Findings of the study
revealed that Collaborative Learning Approach has a
positive impact on the students’ performance as
compared to the Conventional Learning Approach.
Keywords:- 21𝑠𝑡 Century Skill (Collaboration Skills),
Dependent Sample t-test,Performance,Quasi-Experimental
Design.
I. INTRODUCTION
Statistics has been an important subject to all the
generations whether educated or uneducated and is one of
the courses that is used in our everyday lives and in all the
fields of education. Statistics is the mathematical science
that involves the collection, analysis and interpretation of
data. For example, statistics is used in the actuarial science
to assess risk in the insurance and finance industries (Manoj,
2011). Moreover, statistics plays an important role in quality
control to review the factors involved in manufacturing and
production. Statistics is important in our everyday lives and
in the elementary grades because society frequently
organizes and expresses data numerically. Researchers and
learners should be aware of how statistics shape our lives
and influence our decisions. Statistics plays an important
role to identify any gap between customer needs and the
products and services being provided in the mass market.
Each and every government needs statistics to make
decisions about populations, health, education and many
other important sectors. Government may conduct research
to see which medicines or interventions work best for its
citizens.
Being in a 21𝑠𝑡 century, information and
communication technology is rapidly changing. The way
IJISRT18JL313 www.ijisrt.com
knowledge is being generated and transmitted is different
from the way knowledge was generated and transmitted
before 21𝑠𝑡 century. According to Denise et al., (2010),
students need to develop self-directive processes to become
proactive in their own course of lifelong learning. Therefore,
it is important to start by empowering students with the
skills required to sustain them in the 21𝑠𝑡 century and the
strategic knowledge that students need to help them in
society. According to The Educational Testing Service as
cited from (Center, 2010), 21𝑠𝑡 century learning skills have
been defined as the abilities to collect and/or retrieve
information, abilities to collect, to organize and manage
information, being able to evaluate the quality, relevance,
and usefulness of information, and generate accurate
information through the use of existing resources. These are
the 21st century learning skills; Communication,
Collaboration, Critical thinking and Creativity.
II. COMMUNICATION SKILLS
This is the ability to communicate information
effectively, accurately and clearly to a group of people.
Communication involves almost every aspect of our
interactions with other people and it provides the basis of
how relationships are constructed and maintained.
According to (Denise , et al., 2010), an effective
communication skill can help to reduce misunderstandings,
errors, frustrations, and conflicts on a regular basis. Our
ideas and interests are transmitted to other people; thus, the
way we communicate serves as the foundation on which
people form their opinions about us through communication
(Butler & Stevens , 1997). Communication is the exchange
of thoughts and ideas with the intention of conveying
information.
A. Collaboration Skills
Collaboration is the action of working together to
produce results. According to (Roschelle & Teasley, 1995),
collaboration is building and effectively utilizing
relationships and informal networks to achieve a common
goal. According to (Sylvia , 2011), communication helps
people to build on each other’s ideas and prior knowledge,
resulting in innovations. Most of educational settings use
collaborative learning, starting as early as pre-school, in
afterschool programs, and extending to graduate schools.
There are a lot of teaching methods in which communication
and collaboration skills can be learned through. Some of the
teaching methods that can be used to learn Communication
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and collaboration skills are; Project-Based Learning,
Problem-Based Learning, and Design-Based Learning.
B. Critical thinking
Ability of individuals to reason effectively, ask pointed
questions and solve problems, analyse and evaluate
alternative points of view, and reflect critically on decisions
and processes are the examples of critical thinking and
problem solving skills(Roschelle & Teasley, 1995).
C. Creativity
According to(Skills, 2008), creativity can be defined as
the ability to think unconventionally, question the herd,
imagine new scenarios and produce astonishing work.
Skills(2008) added that creativity can be nurtured by
teachers and learning environments that encourage
questioning, openness to new ideas, and learning from
mistakes and failures.
If students at Mukuba University are made to see
statistics as a means of improving national economy through
participation in data collection, data analysis and
interpretation of data, then different methods of teaching
should be applied when teaching statistics. The study
therefore, investigated the impact of the 21𝑠𝑡 century skill
(collaboration skills)on students’ performance in Nature of
Statistics at Mukuba University. In this study, one skill
(collaboration skills) was used to teach Nature of Statistics
sub topics while creativity and critical thinking skills were
used to ask questions to students as they were doing
presentations.
D. Objectives of the Study
The main objective of the study was to determine the
impact of the 21𝑠𝑡 century skill (Collaborative Skill) on
students’ academic performance in Nature of Statistics at
Mukuba University.
III. HYPOTHESIS
A. Null Hypothesis
𝐻0: The academic performance when students were
taught Nature of Statistics using Conventional Learning
Approach and when they were taught using Collaboration
Learning Approach is the same.
B. Alternative Hypothesis
𝐻1: There is a statistically significant difference in
academic performance when students were taught Nature of
Statistics using Conventional Learning Approach and when
they were taught using Collaboration Learning Approach.
C. The Significance of the Study
The findings of the study will be useful to the Ministry
of General Education that is responsible for primary and
secondary school education in Zambia. The Ministry of
General Education will benefit because student teachers will
be agents of change and stimulates higher order thinking
contexts for their learners. Due to the increasing technology
in the world, teachers will have variety of ways of teaching
IJISRT18JL313 www.ijisrt.com
International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
instead of depending on conventional learning method of
teaching.
IV. METHODOLOGY
A. Research Design
The study investigated the impact of the 21𝑠𝑡 century
skill (Collaborative Skill) on students’ academic
performance in Nature of Statistics at Mukuba University.
According to (Jayanta & Priyanka , 2015), research design is
the logical and systematic planning and directing the
research. According to Kothari (2004), research design
includes an outline of what the investigator will do from
writing the hypotheses and their operational implications to
the final analysis of data. The study used mix methods
approach in order to observe the impact of the 21𝑠𝑡 century
skills on students’ performance in Nature of Statistics.
Mixed research approach involves the collection of both
qualitative (open-ended) and quantitative (closed-ended)
data in response to the research question or hypothesis
(Creswell, 2014). In this study, qualitative data was gathered
from observations of Nature of Statistics lessons whereas
quantitative data was gathered from the pre-test and post-test
results. Finding out about the impact of the 21𝑠𝑡 century
skills on students’ performance in Nature of Statistics was
done quantitatively using Nature of Statistics Performance
Test (NSPT). The study used a quasi-experimental research
design. It was quasi-experimental because participants were
chosen through purposive sampling methods, rather than a
true randomized sample (Kothari, 2004). Since the goal of
the study was to determine the impact of the independent
variable (21𝑠𝑡 century skills) on the dependent variable
(performance), the research was experimental. This was one
group pre-test post-test experimental design (quasi-
experimental research design). In this regard, the
Collaborative skill learning strategy was the independent
variable, while student’s performance towards Nature of
Statistics was the dependent variable. Questions for both the
pre-test and post-test were based on Nature of Statistics sub-
topics. The structure below shows the experimental design
that was employed in the study.
𝑂1 X 𝑂2
In the structure above,
𝑂1 : Observations made before teaching using the
treatment. Pre-test questions were given to compare with
post-test results.
X was the treatment (Collaborative Skill) employed in order
to assess the impact on students’ performance in Nature of
Statistics. Participants were taught using the21𝑠𝑡 century
skill.
𝑂2 : Observations made after participants were taught using
the21𝑠𝑡 century skills. Comparisons were made between
pre-test performance results and post-test performance
results. The significant difference in performance in Nature
of Statistics between the pre-test and post-test were as the
result of treatment (Collaborative Skill).
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Volume 3, Issue 7, July – 2018 International Journal of Innovative Science and Research Technology
B. Target Population
The study was conducted in Copperbelt Province of
Zambia, Kitwe District in particular. The study investigated
the impact of the 21𝑠𝑡 century skill (Collaborative Skill) on
students’ academic performance in Nature of Statistics at
Mukuba University. Mukuba University is located in the
Itimpi area, approximately sixteen kilometres from the
Kitwe town centre off the Kitwe-Chingola dual carriageway.
All the second year students studying Introduction to
Probability and Statistics (MAT 250) in the 2018 academic
year at Mukuba University were targeted for this study.
According to Mc Millan & Schumacher(2010),target
population refers to a group of elements or cases, whether
individuals, objects, or events that conform to specific
criteria and to which researchers are interested in
generalizing their conclusions.
C. Sample and Sampling Procedures
There was only one class for second year Mathematics
at Mukuba University who were studying MAT 250 in the
2018 academic year. Sampling for this study was both
purposeful and random. This was done in order to provide
the population with an equal probability of being included in
the sample. Simple random sampling was used to come up
with the sample of 20 participants. Data was collected using
Nature of Statistics Performance Test (NSPT). Post-tests
questions were given to the group at the end of the study.
The sample for the study comprised 20 second year students
who were not repeating statistics. The class was purposively
selected to be the research subject.According to Ranjit,
(2011), the primary consideration in purposive sampling is
the researcher’s judgement as to who can provide the best
information to achieve the objectives of the study.
D. Data Collection Instrument/Techniques/Methods
Performance in Nature of Statistics is the only
dependent variable in the study. To assess performance of
students inNature of Statistics, test questions were prepared
by the researcher. Test questions were therefore, used for
pre-test and post-test to collect data regarding the impact of
the 21𝑠𝑡 century skill (Collaborative Skill) on students’
academic performance in Nature of Statistics at Mukuba
University.
E. Validity of Data Collection Instrument
Validity is the ability of an instrument to measure what
it is designed to measure (Ranjit, 2011). In other words, the
researcher must obtain the reality of responses of those
people who are under the test through comparing their
Kolmogorov-Smirnova
Statistic 𝑑𝑓 Sig.
Performance .110 40 .200*
Table 1. Tests of Normality
From Table 1 above, the scores shows that the sample
was normally distributed. We fail to reject 𝐻0 since the P-
value = 0.306 > 0.05 and we can conclude that the sample
data is normally distributed or the sample was coming from
the normal population. Since the sample data was normally
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ISSN No:-2456-2165
responses with such truth that indeed is truth(Kothari,
2004).Test questions for the study were given to lecturers at
Mukuba University to determine their work ability.
Suggestions and corrections given were taken care of by the
researcher to improve test.
F. Data Analysis
Dependent samples t-test was used to find out if pre-
test and post-test results were statistically significant.
(Daniel, 2004) defined t-test as the method of comparing the
means of two groups.T-test was appropriate because data for
performance was quantitative. Dependent samples t-testis
used to compare two groups of scores and their means in
which the participants in one group are somehow
meaningfully related to the participants in the other
group(Team, 2009).The main purpose of the dependent
samples t-test is to determine if there is a difference in
performance between two different populations of subjects
(McMillan & Schumacher, 2010).In this case, the dependent
samples t-test was used to determine if there was a
statistically significant difference in the dependent variable
(performance) between the pre-test and post-test.
V. RESULTS
A. Pre-Test and Post-Test
After pre-test questions were given, students learnt
Nature of Statistics lessons using Collaboration Learning
Approach for one month. The study was designed as an
experiment in which the teaching strategy (Collaborative
Skills) was the independent variable and the performance of
learners the dependent variable. In order to determine the
effect of Collaborative Skills on the performance of the
students, test questions (Post-test) were given and the test
lasted for fifty minutes.
B. Test for Normality
The assumption of normality should be checked before
analysing data when comparing the means of two or more
groups because the validity of the findings depend on the
test of normality. According to(Pallant, 2007), Kolmogorov-
Smirnov test and Shapiro-Wilks test are some of the tests
that can be used to test for normality. Kolmogorov-Smirnov
test works best if the sample size is more than fifty (50)
while Shapiro-Wilks test is used when the sample size is less
than fifty (50). Shapiro-Wilks test was used to test for
normally since the sample size (20) was less than fifty (50).
Shapiro-Wilk
Statistic df Sig.
.968 40 .306
distributed, dependent sample t-test was used to analyse the
data. According to (Team, 2009)dependent Samples t-test is
used to compare two groups of scores and their means in
which the participants in one group are related to the
participants in the other group.
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Volume 3, Issue 7, July – 2018
Impact of the 21𝑠𝑡 century skill (Collaboration Skills) on
students’ academic performance in Nature of Statistics at
Mukuba University
International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Table 2, Table 3 and Table 4 below shows the
analysis that was conducted using dependent sample t-test
when students were taught using Conventional Learning
Approach and when they were taught using Collaborative
Skills.

Mean N Std. Deviation Std. Error Mean

Conventional 44.00 20 23.215 5.191
Pair
Collaboration 59.20 20 18.150 4.059
Table 2. Paired Samples Statistics

From Table 2 above, the mean when students were
taught using Conventional Learning Approach was 44.00
and the mean when students were taught using Collaborative
Learning Approach was 59.20. The standard deviation when
students were taught using Conventional Learning Approach
was 23.215 and the standard deviation when students were
taught using Collaboration Learning Approach was 18.150.
The number of participants in the study was 20.
Performance mean 59.20 when students were taught using
Collaborative Learning Approach indicated an improvement
in performance as compared to the performance mean 44.00
when students were taught using Conventional Learning
Approach. Using standard deviation approach, the
performance of students when taught using Collaborative
Learning Approach (Standard Deviation= 18.150) was
more consistent than when they were taught using
Conventional Learning Approach (Standard Deviation=
23.215). Standard error explains about the reliability of the
mean. From Table 2, the standard error (4.059) of the
performance of students when taught using Collaborative
Learning Approach indicated that the sample mean of the
performance of students when taught using Collaborative
Learning Approach was more accurate reflection of the
actual population mean than the standard error (5.191) of the
performance of students when taught using Conventional
Learning Approach.

N Correlation Sig.
Pair Conventional & Collaboration 20 .757 .000
Table 3. Paired Samples Correlations

Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper T Df tailed)
Pair Conventional – 15.200 15.168 3.392 8.101 22.299 4.482 19 .000
Collaboration
Table 4. Paired Samples Test

Table 3 above shows that when participants were taught using Conventional Learning Approach and Collaborative Learning
Approach, their scores were significantly high positive correlated (𝑟 = 0.757).

The level of significance𝛼 is the maximum probability
for rejecting a true null hypothesis (Marilyn & Theresa,
2003). According to (McMillan & Schumacher, 2010), the
level of significance is used to indicate the probability or
chances of being wrong in rejecting the null hypothesis.
Level of significance is also referred to as the level of
probability (P-level), and is expressed as a decimal that
indicates how many times out of a hundred or thousand one
would be wrong in rejecting the null hypothesis assuming it
is true. From Table 4,α = 0.05, using dependent sample t-
test, we reject 𝐻0 since the P-value = 0.000 < 0.05 and
conclude that there was a statistically significant difference
in performance in Nature of statistics when students were
taught using Collaborative Learning Approach and when
they were taught using Conventional Learning Approach.
C. Effect Size of Dependent Sample T-Test
Both independent sample t-test and dependent sample t-
test will give the research an indication of whether the
difference between the two groups is statistically significant,
that is not likely to have occurred by chance (Pallant, 2007).
According to (Pallant, 2007), there is more to research when
results are significant than just obtaining statistical
significance. Pallant, (2007) further explains that effect size
explains the degree to which the two variables are associated
with one another. With large samples, even very small
differences between groups can become statistically
significant. This does not mean that the difference has any
practical or theoretical significance (Pallant, 2007).An effect
size is simply an objective and (usually) standardized
measure of the magnitude of observed effect (Pallant, 2007).
According to (Pallant, 2007), the most common used
method for calculating effect size is the Eta Squared. The
formula for simplified Eta Squared is given by The

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Volume 3, Issue 7, July – 2018
calculated value of the Eta Squared is 0.514. This shows
that the magnitude of the difference between the results of
pre-test and results of post-test is large.
1 mechanism of ensuring equilibrium in the relations between
𝐸𝑡𝑎 𝑆𝑞𝑢𝑎𝑟𝑒𝑑 = 𝑛−1
1+ 𝑡2
Where
𝑡 is the calculated value of the dependent sample t-test
𝑛 is the sample size
1
𝐸𝑡𝑎 𝑆𝑞𝑢𝑎𝑟𝑒𝑑 =
20−1
1+
4.4822
𝐸𝑡𝑎 𝑆𝑞𝑢𝑎𝑟𝑒𝑑 = 0.514
VI. DISCUSSION
Impact of the 21𝑠𝑡 Century Skill (Collaboration Skills) on
Students’ Academic Performance in Nature of Statistics
The analysis in Table 2 and Table 4 shows that
students performed better when they were taught using
Collaboration Learning Strategy than when they were taught
using conventional learning approach. The findings in this
study are in line with the findings of (Chang, 2012).Chang,
(2012) examined the satisfaction, performance and
knowledge construction via online group discussions of
students in two different cultural contexts. Results shows
that there was a significant difference between Chinese and
Flemish students regarding their satisfaction and
dissatisfaction with online collaborative learning. According
to (Chang, 2012), Chinese students reported a higher level
of satisfaction with the e-learning functions, online
collaboration, and peer contribution compared to the
Flemish students group, the Chinese group was more
satisfied with the equal contribution of group members.
Chang, (2012) added that the Chinese group preferred
working together with others on the assignments than did
the Flemish group. Chinese students also reported to a larger
extent that the online collaborative learning is “new and
exciting” compared to the Flemish group. Students in post-
test performed better than in the pre-test as a result of
interpersonal relationship. Interpersonal and small group
skills are required to function as part of a group. According
to (Ananta & Kabita , 2017), collaborative learning helps
students to develop the interpersonal skills needed to
succeed at school, work, and within the community.
According to (Ananta & Kabita , 2017), students performed
better in collaborative m-learning and individual e-learning
but not in a traditional mode. Results shows that
collaborative mobile learning and individual e-learning
provides better academic performance among the students
over the traditional approach. The study of Ananta & Kabita
,(2017) generalized that new method creates awareness
among the learners over traditional approach. In this 21st
century learners are thinking freedom of learning which is
beyond normal classroom situation. The current study shows
that collaborative learning can be used for positive influence
to the team performance. Students performed better when
they were taught using Collaboration Learning Strategy than
when they were taught using Conventional Learning
Approach because they had more opportunities for mutual
IJISRT18JL313 www.ijisrt.com
International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
help, exchange of needed resources, effective
communication, and mutual influence.
According to (Piaget, 1926), intelligence is the basic
the person and the environment. In addition, cognitive
processes are outcomes of cultural and social interactions in
an active learning environment. Because of frequent
reciprocal interaction with their partners, students were able
to discuss the concepts and helped one another. Students
were able to fully develop their new knowledge based on
their current knowledge, while undertaking interactive
learning tasks. Furthermore, students progressed at their
own pace and developed their potential because they helped
one another. The findings of this study corresponded with
the constructivist learning theory in which learners are in
control of constructing their own meaningful knowledge
through interaction with their environment (Vygotsky,
1978). Students improved their achievement because they
were active agents in constructing their own knowledge. The
theory of Vygotsky of sociocultural theory of human
learning describes learning as a social process and the
origination of human intelligence in society or culture
(Vygotsky, 1978). Based on the findings of the study, there
is enough evidence that Collaborative Learning Approach
has positive effect on the academic performance of students.
The reason for the increase in students’ achievement can be
attributed to the student’s involvement in explaining and
receiving explanation in which the concepts can easily be
understood.
The results of this study indicates that students
performed better when they were taught using Collaborative
Learning Approach as compared to when they were taught
using Conventional Learning Approach. The researcher
argues that students performed better in the post-test as a
result of using Collaborative Learning Approach. When
students work in groups they feel that they can depend on
others for help and therefore increase their confidence in
solving problem(s) from a collective position. Being in the
21𝑠𝑡 century where technology is developing at a faster late,
Collaborative Learning helps to improve the motivation of
many students by offering the opportunity to more students
to experience the joy of winning in the case of activities that
require students to do presentations and share knowledge to
their friends with the help of the lecturer to correct them
where they go wrong. Classrooms where students are only
allowed to compete individually, only the few high
achieving students will likely have this experience. In
classrooms where the students are divided into cooperative
teams, each with its high- and low-achieving students, the
opportunity to succeed is more evenly distributed (Kong &
Sao , 2009). Piaget’s theory of cognitive development
(Piaget, 1926) supports collaborative learning approach.
Piaget’s socio-cognitive theory proposes that when learners
perceive a contradiction between their existing
understanding and their experience interacting with others,
cognitive conflict arises. In order to resolve this conflict,
students may examine their own ideas and beliefs again,
pose questions to one another, and seek further information
in order to reconcile the contradictory ideas. Piaget’s theory
provides support for the use of collaborative learning
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considering that in collaborative learning, students with
different ability and viewpoints work together, this provides
maximum opportunity for them to experience and resolve
cognitive conflicts.
Some of the students interacted by the researcher after
post-test results were given revealed that the main reasons
for improvement in achievement in the post-test was as a
result of frequent reciprocal interaction among themselves.
Results shows that students performed better when they
were taught using Collaborative Learning Approach as
compared to when they were taught using Conventional
Learning because they had more opportunities for mutual
help, exchange of needed resources, effective
communication, and mutual influence. According to (Dale,
1969), learners retain most of the information by what they
‘do’ as opposed to what is ‘heard’ or ‘read’. Collaborative
Learning Approach can help to encourage collaboration
between students and also improves student relationships by
creating a more caring and empathetic climate in the
classroom. Collaborative Learning Approach is able to
improve students’ learning because it is less intimidating for
many learners and it increases the number of student
involvement in the classroom. In a lecture dominance-
learning environment, lecturers move on with fast learners
making slow learners intimidated to ask questions.
However, Collaborative learning presents a forum of
discussion making students free to ask questions without
feeling intimidated. The moment intimidation is minimized,
level of engagement improves. Improved level of
involvement boosts learning of students and reduces
competition since every student achieves their goals. One of
the key advantage of the Collaborative Learning approach is
that it tend to reduce competition in the learning
environment and boost the collaboration within the learners.
The good part of Collaboration Learning Approach is that
lecturers plays the role of a facilitator, helping students to
problem solving and come to conclusions on their own, and
work together to meet their goals. In a Collaborative
Learning environment, lecturers’ work more focused on
guidance and keeping students on task. Thus, students have
a greater individual and collective responsibility for learning
the material which is supported by (Dale, 1969).
VII. CONCLUSION
Significant differences in students’ mathematics
achievement were found when students were taught using
Collaboration Learning Strategy and when they were taught
using Conventional Learning Approach. After the treatment
(Collaboration skills), when students were taught using
Collaboration Learning Strategy significant improvement in
Statistics achievement in comparison to when they were
taught using Conventional Learning Strategy . Therefore,
the study found that Collaborative Learning Approach has a
positive impact on the students’ performance as compared to
the Conventional Learning Approach. These results would
imply that incorporating Collaborative Learning Approach
in the Mathematics classroom would enhance the learning of
statistics.
IJISRT18JL313 www.ijisrt.com
ISSN No:-2456-2165
Recommendations
The following recommendations were made after the study;
Collaborative learning to be integrated with traditional
teaching method in the teaching of science and mathematics
courses at Mukuba University. The findings from this study
have proved the effectiveness of collaborative learning
approach in improving the academic performance of
students in statistics. Therefore, lecturers are encouraged to
use collaborative learning approach as a way of improving
their students’ achievement in mathematics and science
courses. The study also recommended that during peer
teaching students should incorporate collaborative learning
approach. This will ensure that student teachers are well
grounded on effective teaching and learning approaches for
higher academic achievement in mathematics which are the
cornerstone for development of the country.
Many developed countries worldwide have been
studying the effectiveness of collaborative learning
approach. However, there are no studies that have been
conducted in Zambia on the effectiveness of this approach.
Moreover, the current study focused on the effectiveness of
collaborative learning approach on students’ performance in
one topic in statistics. There is need to conduct more studies
in all the mathematical courses and all the science courses in
Zambia to further confirm the effectiveness of this approach.
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