Mathematics is widely recognized as a foundational discipline that provides a framework for both theoretical reasoning and practical applications in science, technology and engineering. Despite its relevance in the Nigerian secondary school curriculum, students’ performance in Mathematics word problems especially in algebra steers concerns among stakeholders. This study therefore investigated the effect of the collaborative learning strategy on students’ academic achievement in Algebraic word problems in Mathematics in Kosofe, Lagos State. The study adopted 2 × 2 quasi-experimental research design in a population of 658 Senior Secondary School 2 (SSS II) students where 157 students selected through multistage and simple random sampling techniques participated. Guided by three hypotheses, validated researcher made Algebraic Word Problem Achievement Test (AWPAT) with reliability coefficient of 0.70 using Kuder- Richardson (KR-20). The data collected was analyzed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The result: (F _{(2; 150)} = 60.150, p < 0.001, partial η² = 0.448) showed a significant effect of collaborative learning strategy on students’ academic achievement in Algebraic word problems on Senior Secondary School (SS2) Students. The study concluded that collaborative learning strategy had effect on students’ academic achievement compared to those taught using the traditional learning method. Based on the results, it was recommended that teachers implementing collaborative learning should closely monitor group dynamics to ensure improved achievement of both male and female students in Mathematics Word Problems, especially in Algebra.

Keywords: Collaborative Learning Strategy; Algebraic Word Problems Students’ Academic Achievement; Senior Secondary School Students.