Influence of Collaborative Learning Strategy on Learner Achievement in Accounting in Secondary Schools in Igembe Central Sub-county, Kenya

Abstract

This study aimed at investigating influence of collaborative learning strategy on learner achievement in accounting in Secondary schools in Igembe Central sub-county, Kenya. The study was guided by the following objectives: to determine influence of positive interdependence on learners’ achievement in accounting, to examine influence of interpersonal skills on learners’ achievement in accounting and to evaluate influence of promotive interaction on learner achievement in accounting. The sample for the study was made up of four Secondary schools in Igembe Central Sub-County, 4 principals, 6 Business Studies teachers and 161 form three business studies students from four schools. Purposive sampling was used to identify the four schools. Based on Kolb’s experiential learning theory, Solomon four-group design was applied to guide the research process. Questionnaire was used to source data from teachers and students, Interview schedule was used for the principals and observation schedule for learners to record and measure extent to which they engaged in the learning process through CL. Data collected was coded and entered into Statistical Package for Social sciences (SPSS version 25.0) software for statistical analysis. Data analysis generated frequency distributions, cross tabulations and multiple linear regression results for interpretation and discussion. Linear regression model was used to show significance of the relationship between independent and dependent variables. The findings revealed that Collaborative learning was positively and significantly related to Learner achievement. Influence of positive interdependence (Beta=0.121, P-value=0.036); Effect of interpersonal skills (Beta=0.098, P-value=0.000) and impact of promotive interaction (Beta=0.107, P-value= 0.001) significantly enhance high achievement in accounting. The findings further revealed that collaborative learning creates a better opportunity for learning by involving every learner in the learning process. In addition, pre-test and post-test for the achievement test results revealed a statistically significant difference between the groups for post-tests on control and experimental groups. On the basis of the findings, the study concluded that collaborative learning promotes a conducive learning environment that produces more responsible and committed learners as every learner in the group is accountable for the group's success. The learning strategy also enhanced learner achievement in accounting. Thus, based on the findings and the conclusions, the study recommended that learners be encouraged to adopt Collaborative learning strategy in learning accounting so as to assist each other develop knowledge and acquire success. Participation of all learners in handling group tasks is key in enhancing high achievement in accounting.