The study investigated the effects of collaborative instructional strategy on student achievement in English essay writing. The design of the study is quasi experimental study of pretest, post-test non-equivalent control group. The population of the study was 1797 students in senior secondary two classes in Abakaliki Urban Secondary Schools in Ebonyi State. A sample of the study comprised 191 students in four co-educational secondary schools. Two experimental groups were taught essay writing in English. Experimental groups were taught using collaborative instructional strategy while the control groups were taught using conventional teaching method.
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