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A COMPARATIVE EFFECT OF TEAM TEACHING WITH SOME OTHER TEACHING STRATEGIES ON STUDENTS ACHIEVEMENT

A COMPARATIVE EFFECT OF TEAM TEACHING WITH SOME OTHER TEACHING STRATEGIES ON STUDENTS ACHIEVEMENT

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION  

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

 

1.5    Research Questions

1.6    Research Hypotheses

1.7    Limitation of the Study

1.8    Definition of Terms

 

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODS

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Techniques

3.5    Instrument for Data Collection

 

3.6    Validation of the Instrument

3.7    Administration of the Instrument

3.8    Scoring of the Instrument

3.9    Method of Data Analysis

 

CHAPTER FOUR:         DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

 

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestions for further study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Teaching is an attempt to help someone acquire or change some skills, attitude, knowledge and idea or appreciation. In other words, the teacher is to influence desirable changes in behaviour or in tendencies towards behaviour in the learners. However, this implies that, success in teaching is measured by the degree to which the teacher is able to achieve the desired learning in his/her students. Moreover, to achieve this objective, the teacher must know the how to bring about such learning. Thus, the teacher must know how to select the content and method to use (Starr, 2021).

Furthermore, the Nigeria Certificate in Education/Distance Learning System course book defines teaching method as a process of selecting, directing, controlling and evaluation the experiences of the child to achieve the desirable outcome (Eddie, 2016). Teaching method may also be regarded as a broad and consistent manner of teaching that is guide by certain basic beliefs.

 

A COMPARATIVE EFFECT OF TEAM TEACHING WITH SOME OTHER TEACHING STRATEGIES ON STUDENTS ACHIEVEMENT

However, to achieve the objectives of education as stated by the Federal Government of Nigeria (2014) in the National Policy on Education that, serious efforts must be made to ensure that proper teaching process takes place in the school. This implies that conductive learning environment must be put in place and appropriate methods must be adopted (Olisamalia, 2021). It is now being recognized that, there are better ways to learn through the traditional methods of instruction (Wood and Gentile 2023).

Universities and other institutions are beginning to show an increased awareness of the importance of the ways students learn. Many of the standard methods of conveying knowledge have been shown to be relatively ineffective on the students’ ability to master and then retain important concepts. Learning of Economics through some methods of teaching is passive rather than active.

 

The traditional methods (lecture, laboratory, and recitation methods) do not tend to faster critical and creative thinking and collaborative problem solving.

Wickens (2015) posits that team teaching organization pools the resources of teachers and the facilities of the school, breaks down the isolation of staff, economizes effort by eliminating repetitions and should lead to better quality teaching and learning process. Of course, colleges and universities use the system or method of teaching that does incorporate more than one teacher. Team teaching as a form of teaching collaboration has long been implemented in education at all levels. A comparative effect of team teaching with some other teaching strategies on students achievement.

 

Sometimes, synonymous with co-teaching or collaborative teaching, it features teacher’s collective effort that is aimed at improving teaching quality as well as students’ academic performance. In addition, many researchers have offered various definitions of team-teaching. Moreover, Davis (2015) regarded team-teaching as all arrangements that include two or more faculty in some level of collaboration in the planning and delivery of a course.

On the other hand, Trump and Miller (2016) defined team teaching, as an arrangement in which two or more teachers and their assistant, take the advantage of more teachers and their competencies, plan, instruct and evaluate in one or more subject areas.

Selection of appropriate techniques of Economics instruction depends on the type of lesson whether practical or theoretical, the competence of the teacher to handle the technique and the nature of instruction itself. Therefore, this research examine a comparative effect of team teaching with some other teaching strategies on students achievement.

 

1.2    Statement of the Problem

Students’ persistent poor performance in the subject of Economics has been the main concern to all and sundry. This may be due to so many factors of which, the method used in the teaching process is one of them. In fact, there are many methods of teaching. This ranges from the traditional to mode of teaching enquire method.

Moreover, some of these methods used in the teaching of Economics to students in secondary schools are not effective. This result in the poor teaching and learning process as such it negates the academic performance of students in Economics as a subject.

 

In addition, according to Derek (2017), seriousness of the deplorable performance of secondary school students’ in Economics has been attributed to the traditional mode of instruction delivery.

Therefore, this study seeks to examine a comparative effect of team teaching with some other teaching strategies on students achievement.

 

1.3    Objective of the Study

The main objective of this study is on a comparative effect of team teaching with some other teaching strategies on students achievement. Specifically, the objectives of this study were:

  1. To find out the difference that may exist in students’ academic performance when Economics is being taught using team teaching and lecture methods of teaching.
  2. To ascertain the extent to which students taught with team teaching differ in their academic achievement from those taught with discussion method.
  3. To find out the difference in students’ academic achievement taught with team teaching as against field trip method of teaching.

 

1.4    Significance of the Study

This study is of current interest since functional education depends largely on effective and efficient instruction given by the teachers who are at the centre of implementing the school curriculum and educational policies.

The research finding on the issue will:

  1. Enlighten different educational authorities on the need to arm the teachers with appropriate techniques and methods during the teaching and learning processes.
  2. Aids policy markers to formulate programmes aimed at adjusting the attitude of both teachers and students towards the teaching learning and the academic achievement of the students. A comparative effect of team teaching with some other teaching strategies on students achievement.

 

  1. Serves as feedback to the educational sector, especially the department of teachers training and development in curriculum and evaluation.
  2. Enlighten teachers who will apply these methods during presentation, to known and select the appropriate ones for each lesson, so as to develop interests and retention in the students.
  3. Also enlighten the general public on factors that significantly contribute to academic success or failure of Economics students’ in schools.

 

1.7    Limitations of the Study

Some constraints and limitation to this study included. The time period given for the completion of the study could hardly be enough for a wider and more in-depth research into the problem on ground. Financial constraint also exerted a felt influence on the study for the researcher hardly gathered enough money to allow for the coverage of a large area.

 

 1.8   Definition of Terms

Teaching Method: This is the process of selecting, directing, controlling and evaluating the experiences of a child to achieve desirable outcome.

Team Teaching: Is a method of teaching in which two or more teachers and their assistants taking the advantage of more teachers and their competencies, plan, instruct and evaluate in one or more subject area.

Academic Achievement: In brief, this is measured as the capacity of a learner in terms of the attainment in quantities of specified learning objectives in a given curriculum. A comparative effect of team teaching with some other teaching strategies on students achievement.

 

Lecture Method: This method of teaching is seen as a traditional way of teaching adults since it does not always permit the teacher to know his students’ activities.

Discussion Method: Is a method in which students participated in the process of learning by raising issues of their own, contributing ideas, asking questions and seeking solutions based upon the study drawing conclusions under the teacher’s guidance.

Field Trip: In brief, a field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means.

 

Conclusion

A careful analysis of the results of the review of literature and the actual research findings in this paper seem to suggest that there is no single approach to the process of team teaching for it to be functional. There is the emphasis however, that there are some basic requirements for the programme to be effective or for it objectives to be achievable. Such requirements include administrative support and willingness to cooperate on the part of both the team teacher and his colleagues.

 

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Ikemesit

Ikemesit Akpan is my name. I am a Nigerian author. I work with projectboss.com.ng. I'm a researcher and a writer of academic research. ikemesitetukapan20233@gmail.com

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