STUDENTS’ COLLABORATIVE LEARNING STYLE, SELF-ASSESSMENT, AND PERCEIVED TEACHERS’ AFFECTION AS PREDICTORS OF SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN ANAMBRA STATE.

Students’ collaborative learning style, self-assessment and perceived teachers’ affection are strong facilitators of proactive learning. The study examined students’ collaborative learning style, self-assessment and perceived teachers’ affection as predictors of academic achievement in English language in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational design to provide answers to the research questions and hypotheses. The population of the study comprised 21204 SS II students from which a sample of 750 was drawn. Multi-stage procedure was used to select the sample. Three standardized research instruments namely; Core Self-Evaluation Scale (CSES) for self- assessment, Learning Style Inventory (LSI) for collaborative learning style, and Teacher Affective Support Scale (TASS) for perceived teachers’ support, and scores from students’ promotional examination in English language were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability index of 0.72, for collaborative learning style, 0.67, for self-assessment, and 0.76, for perceived teachers’ affection were obtained. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students’ collaborative learning style, self-assessment and perceived teachers’ affection scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. It was indicated that among the independent variables, self-assessment significantly predicts academic achievement in English language, while collaborative learning style and perceived teachers’ affection does not significantly predict academic achievement in English language. Finally, it was recommended that students should encouraged themeselves to utilize collaborative learning style, self-assessment and persieved teachers’ affection constructs in their learning process since the variables statistically and significatly predict academic achievement scores in English language.

Collaborative Learning Style, Self-Assessment, Perceived Teachers’ Affection, Academic Achievement,

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