Abstract

This study determined the effects of two forms of collaborative strategies (Study Group and Peer Tutoring) on students' academic achievement in Civic Education in Junior Secondary Schools in Lagos State. Three hypotheses were tested "at 0.05 level of significance". The study employed the quasi-experimental design of pre-test post-test control group. The instrument was Civic Education Achievement Test ( 0.78), administered to 109 students from three public secondary schools. The Experimental groups 1 and 2 were taught using Study group and Peer Tutoring respectively, while the control group was taught with conventional strategy. The data collected were subjected to descriptive and inferential statistics. Findings revealed that there was a significant main effect of the treatments on students who were taught Civic Education. Study group performed best, followed by Peer tutoring group while Conventional group came last. There was no significant main effect of gender. There was also no significant interaction effect of gender and treatment on post-test achievement scores. It is recommended, among others, that Civic Education teachers should adopt Study group and Peer tutoring teaching strategies in their classroom practices improved achievement in Civic Education.