5. Applied EXPLORING GENDER RELATION IN THE CONTEXT OF COLLABORATIVE LEARNING AND SELF EFFICACY OF SECONDARY SCHOOL STUDENTS

IMPACT: International Journal of Research in Applied,
Natural and Social Sciences (IMPACT: URANSS)
ISSN(E): 2321-8851; ISSN(P): 2347-4580
Vol. 2, Issue 10, Oct 2014, 43-54
© Impact Journals

1

m

Journals

EXPLORING GENDER RELATION IN THE CONTEXT OF COLLABORATIVE
LEARNING AND SELF EFFICACY OF SECONDARY SCHOOL STUDENTS

IGBO, J. N, EKWUOBI & VINCENT IK

Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State, Nigeria

ABSTRACT

This study examined the relationship among collaborative learning, self- efficacy and academic achievement of
secondary school students based on gender. Two specific purposes, two research questions and two hypotheses guided the
study. Correlational design was adopted for the study. The study was carried out at Obollo-Afor Education Zone of Enugu
State. The population of the study consists of all the SS2 secondary school students in Obollo-Afor Education Zone.
The number consists of five thousand and forty -five (5, 045) students (1, 974 males and 3, 071 females). The sample size
of the study was 358 which consist of 198 female and 300 male students. A questionnaire with two sections was used for
the study; the sections have 25 and 20 items respectively. In answering the research questions, mean and standard deviation
were used, while Pearson Product Moment coefficient was used to test the hypothesis at 0.05 level of significance.
The results indicated that there is a significant relationship between collaborative learning and academic achievement of
students based on gender. The result equally indicated significant relationship between collaborative learning and
self-efficacy based on gender.

KEYWORDS: Gender, Collaborative Learning, Self-Efficacy, Academic Achievement

INTRODUCTION

Different behaviours and abilities are expected from boys and girls based on the cultural norms in the society.
According to Okeke (2001), gender refers to the social or cultural construct, characteristics, behaviours and roles which
society ascribes to males and females. There has been the controversy over gender difference. While some maintained that
gender may affect the academic performance of students others objected to this assertion. The difference might be as a
result of the orientation given. According to Mboto and Bassey(2004), Due to the gender differences, the psychological
and physiological make up of the child differs. Boys and girls are raised differently and this may affect their academic
performance.

Onyemerenkeya (2002) stated that the interaction between the teacher and students, students and students in the
school is a social support that contributes to students’ self-efficacy which improves academic achievement. If the students’
self-efficacy is high, the student is likely to achieve higher academically, but if the students’ self-efficacy is low, there is
the tendency that his academic achievement may equally be low. Going by this definition, gender has nothing to do with
academic achievement; rather it is the self-efficacy that determines ones perception and perception.

Covington (2000) speculated that researches in the field of education and in particular in the role of self-efficacy
on academic achievement has shown positive correlation with performance attainment. The most challenging task for any
teacher is that of building positive attitude or self-efficacy in children. Since collaborative learning involves a learning

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us

44

Igbo, J. N, Ekwuobi & Vincent IK

situation where students take turns in acting as tutors and tutees for instruction, it is therefore expected that collaborative
learning would predict self-efficacy and thereby enhance academic achievements among secondary school students.
This expectation comes from the belief that collaborative learning helps students to be better learners who are independent,
active and confident.

Achievement according to Nwachukwu (2004) is doing something successfully, typically by effort, courage and
skills, the art of achieving attainment or accomplishing a task. It is maintained that achievement is accomplishing whatever
goals you set for yourself, which is doing what you want to do within the bounds of the law, overcoming obstacles and
attaining a high standard. It is the pursuit of dreams without fear and unbelief. Achievement requires drive and single
mindedness and it is about completing goals one has set for one self. Everybody wants to be achiever but the problem is
how to go about it.

In the educational system, a poor or under achiever is some whose performance is consistently below average
(George, 2008). Pandey (2008) defined academic achievement as the performance of the students in the subjects they study
in the school. Academic achievement determines the students’ status in the class. It gives children an opportunity to
develop their talents, improve their grades and prepare for the future academic challenges. Students with high academic
achievement are considered to achieve their identity in the society, get good career opportunity, get acceptance from peers,
parents and teachers, and enhance their self-confidence and self-efficacy. In today’s competitive world, academic
achievement is considered as one of the criteria to judge one’s total potentialities and capabilities. A child with high
academic achievement is likely to be rated as capable of excelling in his/her career, where as academic failure leads to
frustration, stress, inferiority complex, rejection by loved ones and corruption. Academic achievement in this study is the
outcome of education through persistent learning in a group.

Poor academic achievement sometimes may be linked with the students’ self-efficacy. Are mu and Sokan (2003)
identified some factors that could bring about poor academic achievement such as; motivational orientation, self-efficacy,
emotional problems, teaching styles, study habit and poor inter personal relationship. If the student’s self-efficacy is high,
the student is likely to achieve higher academically, but when the student’s self-efficacy is low, there is the probability that
his or her academic achievement may equally be low.

Iroegbu (1997) is of the opinion that teachers who are well disposed towards their students and show warmth,
enthusiasm and concern in their interactions with the students are more likely to be perceived by students as encouraging
collaborative learning than teachers who do not show these qualities. This goes to show that proper interactions among
teachers and students and students among students make the learner to be confident thereby enhancing academic
achievement. Collaborative learning is a situation in which two or more people learn or attempt to learn something together
(Dillenbourg, 2009). Collaborative learning is a variety of approaches in education that involves joint efforts by students or
students and teachers. This is commonly illustrated when group of students work together to search for understanding.

Generally, learning is seen as a change in behaviour. This change could be temporary or relatively permanent in
native that are acquired through experience. For Ramalingam (2006) learning is a relatively permanent modification of
behaviour resulting from experience or practice. Learning may take place without remembering, as normally occurs in the
acquiring of motor skill. If this is so then it is relevant to device means of helping learners to retain and recall what they
had already learnt. According to Onyemerenkeya (2002), any learning strategy that involves interaction between teachers

Index Copernicus Value: 3.0 - Articles can be sent to editor@impactjournals.us

Exploring Gender Relation in the Context of Collaborative Learning and Self 45

Efficacy of Secondary School Students

and students or students and students, improves students self-efficacy beliefs. Collaborative learning which is interactive in
nature may no doubt improve students’ self- efficacy as well as their academic achievement because students with high
self-efficacy are bound to get over any academic task they are faced with (Turk and Monarch, 2002). Unlike individual
learning, people who engage in collaborative learning capitalize on one another’s resources and skills, asking one another
for information, evaluating one another’s ideas, and monitoring one another’s work (Chiu, 2002). As a result, no one fails
easily and it could help both the self-efficacy and academic achievement of students.

Theoretical Framework

McClelland (1961) developed a theory and maintained that individuals acquire the need to achieve success during
the course of development, and the desire to achieve success varies among individuals. Such individuals set challenging
goals for themselves, assume personal responsibility for goal accomplishment, are highly persistent in the pursuit of these
goals, take calculated risks to achieve the goals and actively collect and use information for purposes of feedback.
Atkinson (1964) confirmed that some people are success oriented while others are concerned about failure. Success
oriented people often set goals within their capabilities and therefore succeeds often. The theorist believes that achievement
of success depends on the probability to achieve and the desire to achieve.

According to the theory, people with high achievement tend to set goals of moderate difficulty. They pursue goals
that are challenging yet attainable with hard work ability and persistence. On the other hand, people with low aspiration for
achievement are not willing to take chances when it comes to testing their own skills and abilities. The theorist is of the
view that individuals with high academic achievement see their success as a result of their own efforts and capabilities.
They do not attribute it to influence of other people or out of luck, but when individuals with low aspiration failed to attain
to their goal, they attribute it to lack of ability. Teachers as well as parents may likely have children with high achievement
if they allow them to take up responsibilities on their own. This may improve their self-efficacy and academic
achievement, and also improve their learning abilities in school.

Theoretically, Bandura’s social learning theory which held that students can learn through observing and imitating
a model. This was used to show that students need to work in small groups irrespective of gender (male or female), as it
helps to improve both self-efficacy and academic achievements of students. This is realized as they take turns to teach and
be taught. Practically, the results of this study will be of use to students because, after learning in small groups, students
build themselves with positive self-efficacy as they take turns in acting as tutors and tutees for instructions thereby
enhancing academic achievement among them. The study will enable the students to realize that through collaborative
learning, their self-efficacy and academic achievements are influenced.

Review of Related Studies

Pandey (2008) in his study observed relationship of academic achievement with parental education.
The study was conducted on 92 higher secondary pupils of Mizo tribe. Self-prepared information form for parental
background and the marks obtained by the pupils in the half yearly examination from official record for achievement
scores were used. Four research questions using mean and standard deviation to answer them, and four null hypotheses
using t-test guided the study. The result revealed that academic achievements of pupils were not affected by educational
level of parents as the result was not significant. Parental education involves interaction, imitation and modeling just like

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us

46

Igbo, J. N, Ekwuobi & Vincent IK

collaborative learning. Therefore, there may be relationship between academic achievement and collaborative learning in
this study based on gender.

Gill and Sidhu (1998) carried out a study on academic achievement among the children belonging to different
socio-economic groups in rural Punjab. The sample consists of 80 pupils studying in the 9th class. On the Lasis of the
information collected from the pupils, the subjects were divided into their socio-economic groups, that is, service men,
agriculturalists and labourers. The total mark obtained in the 8th standard verbal intelligence scores and non-verbal
intelligence scores were taken. Three research questions and three null hypotheses guided the study. Mean and standard
deviation were used to answer the research questions while t-test was used in testing the hypotheses. The result showed
that highest marks were obtained in the service group, followed by agriculturalists and then the labourers’ class.
Hence, the results showed that occupation of parents influence the school performance of their children.

Parental and group relationship behaviour was assessed with the help of parent adolescent behaviour measure
developed by Khan and Jemberu (2002), and academic achievement was assessed by their previous year’s grades.
The result revealed that maternal support was significantly related to academic achievement for African American youth
and maternal behavioural control and psychological control were significantly related to academic achievement for
European American youth. This goes to show that collaborative effort can go a long way in promoting academic
achievement of male and female students since maternal behavioural control significantly relates to academic achievement
of female students in some areas.

Graybill (2000) study on gender related difference of adolescents in problem-solving ability. The purpose of his
study was to determine gender differences in the transition from concrete to formal operational stage, and that boys would
become successful than girls in solving selected science problems. The subjects included for study were pairs of 9, 11, 13,
and 15 years old boys and girls. Each subject was interviewed on each of the four problems selected: equal angle, floating
bodies, rod and chemical combination. Interviews were recorded on tape for later analysis. A spearman rank order
correlation test was used to compare the ratings of each subject. The result shows that girls differ from boys in point at
which they develop logical thinking abilities and that boys scored better than girls on every experiment at each level except
for the chemical combination results in 9 years old formal group.

Mboto and Bassey (2004) in their study on attitude and gender in science, technology and mathematics (STM)
students’ performance investigated the influence of attitude and gender with respect to performance in science, technology
and mathematics (STM). The population of the study was senior secondary school two (SS 11) students of physics,
chemistry and mathematics. Out of the total of 300 students from the eight secondary schools in the area, 240 students
were used for the study (110 boys and 130 girls). Random sampling technique was used to obtain the sample.
A face validated attitude 15 items inventory scales was used to classify the subject with respect to positive and negative
attitudes. Similarly, carefully prepared lesson plans were used to teach specific science, technology and mathematics topics
for four weeks under homogenous conditions using actual subject teachers as trained assistants. The topics were: Ohms law
(physics), balancing of equation (chemistry) and solution of linear quadratic equation (mathematics). A 30 items multiple
choice achievement test was administered alongside the scale. The result of the study shows that attitude has a significant
influence on science, technology and mathematics on students. It is evident therein that students with positive attitude
towards a subject usually performed better than students with negative attitude. The result also showed that boys performed

Index Copernicus Value: 3.0 - Articles can be sent to editor@impactjournals.us

Exploring Gender Relation in the Context of Collaborative Learning and Self 47

Efficacy of Secondary School Students

far better than girls in the science, technology and mathematics achievement test. If attitude in the above study has a
significant influence on science, technology and mathematics students, high academic self-efficacy which is related to
attitude in this study may have relationship with academic achievement.

Tiwari and Bansal (2004) carried out a study on self concept of high and low achieving adolescent girls.
The sample comprised of 885 girls from schools of Rudrapur, who appeared in high school examination.
The results revealed that there were significant difference in social temperamental, educational and intellectual self concept
of high and low achieving adolescent’s girls. The study indicated that high achievers have better self concept than low
achievers. Therefore, in this study there may be relationship between self- efficacy and academic achievement of senior
secondary school students.

Begum and Phukan (2001) aimed to explore the difference in boys and girls academic achievement.
The sample included 180 students of which 118 were boys and 62 were girls. Total marks obtained in the examination
were taken as academic achievement scores of the students. The chi-square test result indicated that there was no difference
between boys and girls with respect to high and low academic achievement. In this present study, gender may or may not
have any significant influence on student achievement.

Statement of the Problem

The Nigerian society has been faced with the challenge of poor academic achievement. It has been observed that
some graduates of different professions deviate from their areas during the choice of life careers. Such deviations stem
from the said poor academic achievements in schools and low self-efficacy that student’s experience from their early
school age. This may be as a result of their learning strategies; hence, any learning strategy that can facilitate students’
self-efficacy may equally enhance their academic achievement.

The emphasis in Nigerian schools is more on teaching methods over learning methods thereby neglecting the
latter and the result of poor learning is poor academic achievement. Annual results from West African Examination
Council (WAEC) revealed poor achievement of students. WAEC/SSCE results (2007-20 13), from the Chief Examiner’s
reports showed that less than forty percent (40) of the registered students credited all the subjects including the core
subjects of English language and Mathematics, while about sixty percent (60) either had ordinary pass or failure grades
each year. This consistent poor academic achievement has led to the deterioration of students’ self- efficacy.
Self-efficacy according to Aremu and Ogbuagu (2005) is one of the measures on one’s own competence to complete tasks
and goals. The low self-efficacy among students could account for the fast spreading of examination malpractices and mass
failure in the West African School Certificate Examination in our country Nigeria (Osunde and Aduwa-Ogiegbaen, 2005).
This problem has attracted unpredictable concern from parents, teachers, and even the government, the students not left
out.

Consequently, a variety of researches have been conducted to detect the way out of the undesired situation.
Aremu and Ogbuagu (2005) attributed the problem to low self-efficacy, Obetta (2008), attributed the problem to the lack of
learning skills and poor teaching methods. However, Uroko (2009) maintained that the real root of the problem is poor
learning skills among the students. On the other hand, it is opined that, so far as the students lack good learning skills when
they learn individually, students should be made to involve in a small group learning- collaborative learning.

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us

48

Igbo, J. N, Ekwuobi & Vincent IK

Controversy over which gender achieves better in academics is evident, while some research studies showed evidence of
girls’ superiority over boys; others showed boys superiority over girls. The problem of this study put in a question form is,
what is the relationship among collaborative learning, self-efficacy and academic achievement of secondary school
students based on gender?

Purpose of the Study

The purpose of this study is to determine the relationship among collaborative learning, self-efficacy and
academic achievement of senior secondary school students based on gender. Specifically, the study seeks to:

• Ascertain the relationship between collaborative learning and students’ self-efficacy based on gender
(male and female).

• Investigate the relationship between collaborative learning and students’ academic achievement based on gender
(male and female).

Research Questions

The following research questions were posed to guide the study:

• What is the relationship between collaborative learning and students’ self-efficacy based on gender?

• What is the relationship between collaborative learning and students’ academic achievement based on gender?

Research Hypotheses

The following null hypotheses were formulated to guide the study and will be tested at 0.05 levels of significance.
Hoi: There is no significant relationship between collaborative learning and students’ self-efficacy based on

gender.

H 02 : The relationship between collaborative learning and students’ academic achievement based on gender is not
significant.

Methodology

The study was conducted with senior secondary two (SS2) students in Obollo-Afor Education zone of Enugu state
in Nigeria. Obollo-A for education zone comprises of three local government areas namely; Udenu, Igboeze North and
Igbooeze South local government areas. There are 47 public secondary schools in the zone.

Research Design

The study adopted a correlational research design. According to Punch (2011) a correlational study is used here to
stress the relationship between variables. It is a study that applies the principles of experimental reasoning to the
non-experimental situations. In this case, the researchers explored the influence of collaborative learning on students’
self-efficiency and academic achievement based on gender.

The population of the study was made up of all the senior secondary two (SSII) students. All together the numbers
consisted of five thousand and forty-five (5, 045) students. 3071 females and 1974 males students. There were 47 public
secondary schools in Obollo-Afor Education Zone with forty-one (41) 10-co-educational schools and six (6) same sex

| Index Copernicus Value: 3.0 - Articles can be sent to editor@impactjournals.us |

Exploring Gender Relation in the Context of Collaborative Learning and Self 49

Efficacy of Secondary School Students

schools (Planning, Research and Statistics) (PRS) Post Primary School Management Board (PPSMB), Obollo-Afor
education zone, 2014. The sample size of the study was three hundred and fifty-eight (358) students. This is in line with the
National Education Association Krejcie and Morgan (1970) which stated that when the population is between 5, 000 to 6,
000 the sample size will range between 357 and 361

Instrument for Data Collection

The instrument for data collection was questionnaire. The questionnaire was in two sections. The first section was
made up of 25 item designed to elicit information on collaborative learning based on gender. The second section is a
20-item questionnaire which was designed to elicit information about students’ self-efficacy based on gender.
Both sections were rated on a four point rating scale ranging from strongly agree, agree, disagree and strongly disagree.
In measuring the academic achievement students annual results were used. The instrument was face validated by three
experts, two from Educational Psychology and one from Measurement and Evaluation. The researchers adhered to the
corrections made by the experts before producing the final copy. In determining the reliability of the instrument Cronbach
Alpha was used. In determining the internal consistency the results of the trial testing were used. The instrument was found
reliable with 0.85 and 0.91 respectively.

Method of Data Analysis

In analyzing the data mean ( X ), standard deviation (SD) were used to answer the research questions while
Pearson product moment co-efficient was used to test the hypotheses at 0.05 level of significance.

RESULTS AND DISCUSSIONS OF STUDY

Table 1: Mean, Standard Deviation and Pearson Product Moment Co-Efficient Analysis Table Showing
Relationship between Collaborative Learning and Students’ Self-Efficacy Belief Based on Gender

Variables

Gender

X

SD

N

r

R 2

Collaborative learning

Male

2.76

.32

300

Female

2.78

.26

198

.631

.399

Self-efficacy belief.

Male

2.75

.35

300

Female

2.82

.30

198

The result in table 2 above shows mean and standard deviation scores of 2.78 and .26 for female collaborative
learning, and 2.76 and. 32 for male collaborative learning. Also, the female response on self-efficacy shows mean and
standard deviation of 2.82 and .30, while that of the males revealed 2.75 and .35. The regression coefficient r of.63 shows
that a moderate linear relationship exists between collaborative learning and students’ self-efficacy based on gender.
The coefficient of determination R 2 of .399 means that 39.9% of students’ self-efficacy in terms of their gender is
predicated by collaborative learning.

Table 2: Mean, Standard Deviation and Pearson Product Moment Co-Efficient Analysis
Table Showing Relationship between Collaborative Learning and Students’ Academic

Achievement Based on Gender

Variables

Gender

X

SD

N

r

R 2

Collaborative learning

Male

2.76

.32

300

Female

2.78

.26

198

.191

.036

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us

50

Igbo, J. N, Ekwuobi & Vincent IK

Table 2: Contd.,

Academic achievement

Male

60.25

17.93

300

Female

61.38

17.38

198

The result of table two above shows a mean score and standard deviation of female students’ academic
achievement score as 61.38 and 17.38, for female and that of the males as 60.25 and 17.93. The female students’ mean and
standard deviation response on the collaborative learning for female was shown to be 2.78 and .26, and the male students’
mean and standard deviation response on collaborative learning was shown to be 2.76 and .32. Also, the regression
coefficient value r of .19 shows that a low linear relationship exists between students’ academic achievement and
collaborative learning based on gender. The coefficient of determination R 2 of .036 means that 3.6% of the students’
academic achievement in terms of gender is predicated by collaborative learning.

Table 3: Pearson Product Moment Co-Efficient Table Showing Relationship between
Collaborative Learning and Self-Efficacy of Secondary School Students Based on Gender

Model

Sum of
Squares

df

Means

Squares

f

Sig. 12-
Tailed)

Probability

Level

Decision

Pearson

Product

Moment

Co-efficient

Regression

9.352

2

4.676

I

Residual

14.115

195

0.72

64.603

0.000

0.05

Significant

Total.

23.468

197

The result from table 3 shows that the significant level for two tailed test 0.000 is less than the probability level of
0.05. Hence, the stated null hypothesis is not accepted. This means that there is a significant relationship between
collaborative learning of secondary school students and their self-efficacy based on gender.

Table 4: Pearson Product Moment Co-Efficient Table Showing Relationship between Collaborative
Learning and Students’ Academic Achievement Based on Gender

Model

Sum of
Squares

df

Means

Squares

f

Sig. 12-
Tailed)

Probability

Level

Decision

Pearson Product
Moment Co-
efficient
Regression

2320.672

2

1160.336

Residual

61309.919

195

314.410

3.691

0.027

0.05

Significa

nt

Total

63630.591

197

The result in table 4 shows that the significant level of two tailed test 0.027 is less than the probability level of
0.05. Hence, the null hypothesis is not accepted. This means that there is a significant relationship between collaborative
learning of secondary school students and their academic achievement in favour of female group with higher mean score of
61.30.

Result shows that moderate linear relationship exists between students’ self-efficacy and collaborative learning in
terms of their gender. Also, coefficient of determination shows that students’ self-efficacy could be attributed to
collaborative learning in terms of their gender. This finding revealed that collaborative learning alone cannot account for

| Index Copernicus Value: 3.0 - Articles can be sent to editor@impactjournals.us |

Exploring Gender Relation in the Context of Collaborative Learning and Self 51

Efficacy of Secondary School Students

students’ self-efficacy in terms of gender that other variables accounted for the of students’ self- efficacy apart from
gender, although these variables are not under considerations in this study. The result shows that there is a significant
relationship between collaborative learning of secondary school students’ and their self-efficacy based on gender.
This is in line with Tiwari and Bansal (2004) s’ study on self-concept of high and low achieving adolescent girls.
Therefore, students with high self-efficacy belief achieve better.

The result of the study shows that Low linear relationship exists between collaborative learning and students’
academic achievement. Also, coefficient of determination shows that students’ academic achievement in terms of gender
could be attributed to collaborative learning. One could infer that collaborative learning alone cannot be attributed to
students’ academic achievement in terms of their gender. Some other factors could be attributed (like students intelligent
quotient, socioeconomic background, students study habit, teaching aids used in teaching, nature of curriculum, and level
of gender inclusiveness in the class) that are not within the research consideration of this study. The result also shows that
there is a significant relationship between collaborative learning of secondary school students’ and their academic
achievement in favour of female. This finding disagreed with Begum and Phukan (2001) that aimed at exploring the
difference in boys and girls academic achievement which indicated that there was no difference between boys and girls
with respect to high and low academic achievement.

CONCLUSIONS AND RECOMMENDATIONS

From the discussion of the findings, it could be inferred that there is a significant relationship between
collaborative learning of secondary school students and their self-efficacy based on gender. There is a significant
relationship between collaborative learning of secondary school students and their academic achievement based on gender.
It is encouraging to enable the students to realize that through collaborative learning their self-efficacy and academic
achievement are gender independent.

The findings of this study have far reaching implications for the students, teachers, educators and future
researchers. For the students, the results of this study will enable them to realize that collaborative learning enhances and
promotes students’ self-efficacy and academic achievement. The study will enable the students to realize that through
collaborative learning, their self-efficacy and academic achievements are gender dependent.

REFERENCES

1. Aremu, O. A. & Sokan, B. 0. (2003). A multi-causal evaluation of academic performance of Nigerian learners:
Issues and implications for national development. (An unpublished manuscript) Department of Guidance and
counseling, University of Ibadan, Ibadan.

2. Aremu, A. 0. & Ogbuagu, B. (2005). Correlates of parental influence, school environment, learners’ interest and
self-efficacy on academic performance of police children in Ibadan. African Journal for the Psychological Study
of Social Issues, 80, 42-57.

3. Atkinson, J. W. (1964). An introduction to motivation. New York, Van No strand co.

4. Begum, S. T. & Phukan, M. (2001). Academic achievement and intelligence: A co-relational study in boys and
girls. Indian Psychology Review. 56(2), 103-106.

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us

52

Igbo, J. N, Ekwuobi & Vincent IK

5. Chiu, M. M. (2002). Flowing toward contributions cheering groups’ mathematics problem solving: A statistical
discourse analysis. Journal of Learning Sciences. 17(3), 415-463.

6. Covington, M. V. (2000). Goal theory, motivation and students achievement: An Integrated Review.
Annual Review of Psychology, 51, 17 1-200.

7. Dillenbourg, P. (2009). Collaborative learning: Cognitive and computational approaches. Advances in learning
and instruction series. New York: Elsevier Science, Inc.

8. George, P. (2008). Interest and mathematics achievement in problem solving approach. Retrieved on 3/8/09.
http://www.edu. intermap. or.

9. Gill, J. K. & Sidhu, H. S. (1998). Intelligence and academic achievement in the children belonging to different
socio-economic groups in rural Punjab. Indian Psychology Review. 33(4), 50-54.

10. Graybill, L. (2000). Sex difference in problem solving ability. Journal of Research in Science Teaching 12(4),
341-346.

11. Iroegbu, T. C. (1997). Teacher effectiveness and classroom management. In H. U. C. Ogwudire and T. C. Iroebgu
(Eds). Human, leaning; principles and applications. Owerri: Bennoka publishers.

12. Khan & Jemberu (2002). Influence of family and socio-economic status on educational and occupational
aspirations of high and low achieving adolescents, I Hum. Ecol. 12(3): 103-106.

13. Mboto, F. A. & Bassey, S. W. (2004). Attitude and gender in science, technology and mathematics students’
performance. International Journal of Research in Education 1, 34-41.

14. McClelland, D. C. (1961). The achieving society. New York, Free press.

15. Nwachukwu, T. A. (2004). Psychology of learning. De Sandax limited Enugu.

16. Obetta, M. N. (2008). Effect of peer collaboration on primary school pupils’ self-efficacy and achievement in
mathematics. Unpublished M.Ed thesis. University of Nigeria, Nsukka.

17. Okeke, B. A. (2001). Gender and technology in Africa: A challenge for education. Paper presented at the Roma
Melita lecture Retrieved, February 8.

18. Onyemerekeya, C. (2002). Principles and methods of teaching and learning. Owerri: Barloz publishers.

19. Osunde, A. U. & Aduwa-Ogiegbaen, S. E. (2005). An assessment of factors associated with students’ poor
performance in senior school certificate English language in Nigeria. Retrieved on 4/8/09.
http://www.languageinindia.com.

20. Pandey, R. C. (2008). Academic achievement as related to achievement motivation and parental background.
Indian Psychological Review. 70(4), 213-216.

21. Punch, K. F. (2011). Introduction to research methods in education London. Sage publications ltd

22. Ramalingam, P. (2006). Dictionary of psychology (1 st ed). New Delhi. Academic publishers.

23. Turk, D. C. & Monarch, E. S. (2002). Biopsychosocial perspective on chronic pain. In D. C. Tark and

Index Copernicus Value: 3.0 - Articles can be sent to editor@impactjournals.us

Exploring Gender Relation in the Context of Collaborative Learning and Self 53

Efficacy of Secondary School Students

R. J. Gatchel (eds) psychological approaches to pain management: A practitioners handbook (2 nd . ed) New York,
Guilford press.

24. Tiwari, S. & Bansal, I. (2004). A study of self-concept of high and low achieving adolescent girls.
Indian Psychological Review, 43, 21- 25.

25. Uroko, J. E. (2009). Effect of reciprocal peer tutoring on reading comprehension achievement, interest and
perceived self-efficacy of senior secondary school students. Unpublished M.Ed Project University of Nigeria,
Nsukka.

26. WAEC (2007-2013). Chief examiner’s report, Enugu. WAEC

Impact Factor(JCC): 1.4507 - This article can be downloaded from www.impactjournals.us