Identifiable Dimensions of Collaborative Learning (Peer Teaching and Problem-Based Learning) on the Academic Outcomes of Business Education Students in Delta State

Abstract

This study considered a correlational study between identifiable dimensions of collaborative learning (peer teaching and problem-based learning) on the academic outcomes of business education students among tertiary institutions in Delta State. Two research questions were answered and two null hypotheses were tested in the study. The correlational design was adopted for the study. The population was made up of 1,847 business education students in five Tertiary institutions: one federal owned institution and four state owned institutions that run business education programme. In determining the sample size of 369 for the study, the Taro-Yamene (1964) formula for finite population was applied. The research instrument used for data collection is the structured questionnaire of four-point likert rating scale. The Instrument was face and content validated. The Cronbach Alpha Reliability Test (CART) technique was adopted to obtain a coefficient of 0.87. The data that were gathered in the course of this study were analyzed using relevant descriptive statistics which included mean and standard deviation to answer the research questions, while F-Statistics was obtained from the simple regression estimation which was conducted alongside the descriptive statistics for the hypotheses. It was found out that, there is a significant relationship between identifiable dimensions of collaborative learning (peer teaching and problem-based learning) on the academic outcomes of business education students among tertiary institutions in Delta State. Amongst others, it was recommended that Efforts should be made by business education lecturers to incorporate the collaborative learning models to their respective teaching approaches when engaging business education students in their academic endeavours.