Abstract
This study investigated the impact of collaborative teaching strategies on students’ attitude and academic performance in Biology across selected secondary schools in Nasarawa State, Nigeria. A survey research design was adopted, involving 100 students and teachers selected through stratified random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, correlation, regression, and t-tests. The findings revealed that collaborative teaching strategies significantly enhanced students’ interest, understanding, confidence, and academic performance in Biology. Teachers also reported improved engagement, teamwork, and critical thinking among learners, although challenges such as large class sizes and limited instructional time hindered implementation. Regression analysis indicated that teachers’ perceptions strongly influenced the adoption of collaborative methods, while comparative analysis showed that private school students held more positive perceptions than their public school counterparts, likely due to smaller class sizes and better resources. Overall, the study concludes that collaborative teaching is an effective instructional approach for improving both cognitive and affective learning outcomes in Biology, but institutional support is essential for wider application in Nigerian schools.
Keywords: Collaborative Teaching, Students’ Attitude, Academic Performance, Biology Education, Secondary Schools