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This study examined the effect of peer collaboration learning strategy on Basic Science and technology students’ achievement in Nasarawa state, Nigeria. The study employed non-equivalent group pre-test, post-test quasi experimental design. The population of the study was 638 upper basic school levels. A simple random sampling technique was used to sample 128 students from six co-educational schools within Lafia Local Government Area of Nasarawa State, Nigeria. Two research questions with two correspondent hypotheses guided the study. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) which was pilot tested using Kuder-Richardson (K-R, 20) formula to determine its reliability coefficient and this was found to be 0.99. Descriptive statistics of means and standard deviations were used to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 significant level. The results of the study showed that, Peer Collaboration Learning Strategy enhanced students’ achievement in Basic Science better than Demonstration method. There was a significant difference between the mean achievement scores of students taught Basic Science using peer collaborative learning strategy and those taught using demonstration methods and there was no significant difference between the mean achievement scores of male and female students taught Basic Science and Technology using peer-collaborative learning strategy. The study, therefore, recommended among others that Basic Science and Technology teachers should not only use peer collaborative strategy to teach students the subject matter but should also allow them to interact with one another, so that the students can take charge of how they learn.

Effect of Peer Collaboration Learning Strategy on Basic Science and Technology Students’ Achievement in Nasarawa State, Nigeria