Project

TEAM TEACHING AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

TEAM TEACHING AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

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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 Hypotheses

1.6    Limitation of the Study

1.7    Delimitation of the Study

1.8    Definition of Terms

 

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODOLOGY  

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

 

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: RESULT AND DISCUSSION OF FINDINGS

4.1    Result

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

Certainly, research on teaching methods has been of interest to educationists for a long time now. However, some studies have been carried out on certain aspects of the programme but have not investigated the academic performance of learners in primary and secondary level of education in the use of some specific teaching methods. Again, research evidence shows that, the challenges confronting the secondary school teachers are basically on the methods of imparting the knowledge. Moreover, it was argued by Adufe (2018) that teaching is based on methods which at the long run bring about effective learning.

It is now being recognized that there are better ways to learn than traditional methods of instruction (Wood and Gentile, 2023). Obviously, 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 student’s ability to master and then retain important concepts. Learning of Biology through some methods of teaching is passive rather than active. Specifically, the traditional methods (lecture, laboratory, recitation methods) do not tend to foster critical and creative thinking, and collaborative problem solving.

 

TEAM TEACHING AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

Wilkins (2021) posited that team teaching organization pools 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. Indeed, a course in colleges and universities uses the system. Thus, each teaching team comprises of lecturers and tutors within a department.

Team teaching as a form of teacher collaboration has long been implemented in education at all levels. Sometimes synonymous with co-teaching or collaborative teaching, it features teachers’ collective effort that is aimed at improving teaching quality as well as students’ academic achievement.

In fact, many researchers have offered various definitions of team teaching. However, Davis (2015) regards team teaching as “all arrangement 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 (2020) defined team teaching as an arrangement in which two or more teachers and their assistant, take the advantage of more teachers and their competencies to plan, instruct and evaluate in one or more subject areas. Thus, this they believe could be done with a group of students of about two or more conventional classes in size. Team teaching and academic performance of secondary school students in Biology.

As opined by these authors, the obvious advantage of team teaching is the economy of time, space and the rich variety of experience which the learners are exposed to and also shared by the team teaching members. Therefore, considering the advantages of team teaching, this study is undertaken to investigate the influence of team teaching on academic performance of secondary school students in Biology.

 

1.2    Statement of the Problem

Students’ persistent poor performance in Biology has been the main concern of this research. Many methods of teaching exist in education; all the strategies are meant to make teachers succeed in their bids to disseminate knowledge.

However, little are considered on some factors that are necessary before selecting the appropriate methods such as team teaching method in the class (Farrant, 2021). If appropriate teaching methods are taken into consideration during the teaching and learning process, the low academic performance among learners would be reduced. Team teaching and academic performance of secondary school students in Biology.

Therefore, this research work was set out to investigate how team teaching method influences academic performance of secondary school students in Biology.

 

1.3    Purpose of the Study

The main purpose of this study was to assess team teaching and academic performance of secondary school students in Biology. In specific terms, the objectives of the study are:

  1. To find out the influence of team teaching and lecture method of teaching on academic performance of students in Biology.
  2. To find out the academic performance of male and female students when team teaching method is used in the teaching of Biology.

 

1.4    Significance of the Study

The study is of current interest since functional education depends largely on effective and efficient instruction given by the teachers who are at the center of implementing the school curriculum and educational policies. Therefore, the research findings of this nature will:

  • Enlighten different educational authorities on the need to arm the teachers with appropriate technique and methods during the teaching and learning processes.
  • Aid teachers who will apply this method during presentation, to know and select the appropriate method for each lesson, so as to develop interest and retention in the students. Team teaching and academic performance of secondary school students in Biology.
  • The study will also enlighten the general public on factors that significantly contribute to academic success or failure of Biology students in schools.
  • It will help the government, curriculum developers and related agencies when making policy statements with particular reference to teaching methods in Biology.
  • The findings from the study will serve as a reference manual for further researchers on related topics.

 

1.5    Research Hypotheses

Two null hypotheses were postulated for the study as follows:

  1. There is no significant difference in academic performance of students taught with team teaching and those with lecture method is used in teaching Biology.
  2. There is no significant difference in academic performance of male and female students when team teaching method is used in teaching Biology.

 

1.6    Limitation of the Study

In writing a research work of this kind, limitations are bound to occur, some of these include:

  1. Time given for the completion of the study was inadequate and this hindered the research work from having a wider scope.
  2. Finance was a constraint on the study because the researcher found it tough to get some funds to finance the study.

 

Definition of Terms

Team Teaching: Is an instructional procedure whereby two or more teachers will complement themselves and combine their talents to plan, activate and evaluate the instruction for a group of students under conditions of flexible scheduling and grouping.  

Academic Performance: This refers to the knowledge attained or skills acquired in Biology by test or examination scores.

 

Conclusion

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

However, it is evident from all that have been discussed in this study that team teaching method of teaching has great influence on the teaching and learning of Biology. Therefore, the role team teaching and perhaps other teaching strategies cannot be over-emphasized in the teaching and learning processes.

 

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Peter Hezekiah

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