Abstract

There is a need for a change from teacher-centered approaches to more learner-centered methods that are designed to improve learners' engagement and learning involvement. The current study compared Collaborative Learning Method (CLM) with Traditional Learning Method (TLM) to determine its effectiveness on student’s achievement in the states of matter in Basic Science subject. Quasi-experimental non-equivalent control groups research design was employed. Purposive sampling was used in composing two intact classes. There was a sample of 63 students distributed across experimental (31) and control (32) groups in two public secondary schools located in Kebbi, Nigeria. Descriptive statistics and the sample t-test were used to examine the variables. Data for this study were generated through pre-test, post-test, and delayed post-test. The results revealed a significant difference in the student's achievement in states of matter favoring the experimental group who experienced CLM with a large effect size. However, there is no striking effect among students who experienced CLM environment on retention of achievement.