Volume 15
TEACHERS PERCEIVED INFLUENCE OF COLLABORATIVE LEARNING STRATEGIES ON PRESCHOOLERS' COGNITIVE SKILLS IN MUSHIN LOCAL GOVERNMENT, LAGOS STATE
BADMOS, Asiat Olusola, AKANNI, Dolapo Eunice
Abstract
Collaborative learning, characterised by peer interaction and group-based activities, is increasingly
recognised as an effective pedagogical approach for fostering multiple aspects of child development. This study investigated the perceived influence of collaborative learning strategies on the cognitive skills of early childhood learners in the Mushin Local Government Area, Lagos State. A descriptive research design was employed, and data were collected from 100 teachers (50 public, 50 private) using a researcher-developed instrument, the Teachers' Perception of Collaborative Learning Strategy Questionnaire (TPCLSQ). Data were analysed using descriptive statistics (frequency counts, percentages, mean, and standard deviation) and inferential statistics (independent t-test). Findings revealed a significant difference in the implementation of collaborative learning strategies based on school type. Public school teachers recorded a higher mean score (M = 3.48, SD = 0.50) than private school teachers (M = 3.08, SD = 0.60), with a t-value of 4.56 and p-value of
0.000, significant at the 0.05 level. The study concludes that public school teachers implement collaborative learning strategies more consistently, highlighting disparities in instructional practices across school types. The study recommended that collaborative learning be promoted in schools through training programs and supportive environments. This would encourage teachers to consistently apply these strategies in the classroom. In addition, parents should actively support collaborative activities both at home and in school.
Keywords
Collaborative learning, Cognitive skills, Preschoolers, Teachers' Perceived Influence
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