ABSTRACTThis study investigated the Impact of Collegial teaching strategy and Verbal-Interaction on Attitude and Performance in Basic Science among Junior Secondary students in Kafanchan Education Zone, Kaduna State, Nigeria. Five objective questions, five research questions and five null hypotheses were formulated for this study and tested respectively.182 students out of a population of 7,264 from four secondary schools were randomly selected to form the study sample. The students were then randomized into four groups in four schools. Three groups from the four were taught Basic Science concepts employing collegial teaching methods by teachers using high, medium and low levels of verbal-interaction. The fourth group was taught the same Basic Science concepts employing lecture method. Topics taught were drawn from the Basic Science curriculum for JSS II. The treatment lasted for a period of six weeks. Three instruments; Basic Science Performance Test (BASPT) with a reliability coefficient of 0.89; Attitude of Students towards Basic Science Inventory (ATBASI) with reliability coefficient of 0.87 and Eggleston Science Teaching Observation Schedules (ESTOS) with a reliability coefficient of 0.67 were used to collect data for pretest, posttest and to test the five hypotheses. The data collected were analyzed using t-test, descriptive statistics and Analysis of Covariance (ANCOVA) at a significant level of p≤ 0.5. one of the findings of the study is that students taught using collegial teaching method performed better than those taught using lecture method, when the same concepts are taught by teachers using high, medium and low level of verbal-interaction. The conclusion from this study is that if teachers collegiate among themselves and allow active participation with students dominating discussion during lessons then we should expect improved performance in Basic Science. It was therefore recommended among others that Basic Science teachers should employ collegial teaching method and encourage high teacher-students interaction
