Abstract

This study investigated the Interaction Effects of Demographic Variables and Collaborative Teaching Strategy in Predicting Achievement Among Home Economics Undergraduates in Edo and Ondo States. The study adopted a quasi-experimental pre-test, post- test non-equivalent control group design. The population comprised 204 Home Economics Education students, from which a sample of 52 students (44 in the experimental group and 8 in the control group) was drawn through multistage sampling. The Clothing Maintenance Achievement Test (CMAT), validated by experts from the University of Benin, had reliability coefficient of 0.74. Data were analysed using mean, standard deviation, paired and independent samples t-tests, and Two-Way ANOVA at a 0.05 significance level. Findings revealed no significant gender difference in post-test achievement scores of students exposed to collaborative teaching, indicating that both male and female students benefited equally. However, significant interaction effects were found between treatment and age, as well as between treatment and socio-economic status, on students’ achievement in Clothing Maintenance. The study concluded that Academic planners and university gender offices should sustain gender-inclusive instructional practices, as collaborative teaching benefits both male and female students equally. Additionally, Lecturers should design age-sensitive collaborative learning activities, providing additional structure and guidance for younger students while engaging older students in more independent and complex group tasks.