COLLABORATIVE INSTRUCTIONAL LEARNING STRATEGY AND

THE PERFORMANCE OF EARLY CHILDHOOD EDUCATION

TEACHERS IN A DWINDLING CROSS RIVER STATE ECONOMY

BY

ANI, HANNAH SUNDAY (MRS)

NDIFON, FRIDAY OGBOI (Ph.D)
AGBA ROSEMARY U. (Ph.D)

DEPARTMENT OF EARLY CHILDHOOD CARE EDUCATION

CROSS RIVER STATE COLLEGE OF EDUCATION, AKAMKPA
+2348039626551
fridayogobi@gmail.com

Abstract
This study investigate collaborative instructional learning strategy and the
performance of Early Childhood Care Education (ECCE) teachers or caregivers
in the dwindling Cross River State economy. The study area is Akamkpa Local
Government Area of Cross River State. Two research questions and hypotheses
were formulated to guide the study. The study adopted ex-post factor research
design. The sample size consist of 60 ECCE teachers or caregivers which were
randomly selected. The instrument for data collection was a questionnaire titled:
Teachers Collaborative Instructional Learning Strategy Questionnaire (TCILSQ).
The instrument had a reliability index of 0.70 determined by Cronbach Alpha
reliability coefficient. The mean and standard deviation was using in answering
the research questions while the hypotheses were tested with Analysis of variance
(ANOVA) at 0.05 alpha level. The findings of the study revealed that the gender of
ECCE teachers and their teaching experience has no significant influence on their
use of collaborative instructional learning strategy. Based on the findings, it was
recommended among others that workshops and seminars should be organized for
ECCE teachers.
Keywords: Collaborative learning, Early Childhood Care Education, Dwindling
Economy, Teachers’ experience and gender