EFFECTS OF TEAM-TEACHING STRATEGY ON STUDENT’S ACHIEVEMENT AND INTREST IN BASIC SCIENCE

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EFFECTS OF TEAM-TEACHING STRATEGY ON STUDENT’S ACHIEVEMENT AND INTREST IN BASIC SCIENCE

 

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

Education for work began many years ago; in vocational education, individual are formally prepared for the world of work. Vocational education differs in both concept and status in different nations of the world. In Nigeria, programs are offered at pre-vocational and vocational schools, at post-primary level, the secondary schools, the polytechnics, and colleges of technical education at post-secondary school level. According to Udo (2004), vocational education is designed to develop skills, abilities, understanding, attitudes, work habits and appreciation that confer knowledge needed to enter and make progress in employment on a useful and productive basis, pre-vocational subjects offered at the postprimary level include Basic Technology, Practical Agricultural, Home Economics, and Business Studies Federal Republic of Nigeria, ( FRN, 2004 ).

Post-primary level subjects offered include Metalwork Technology, Woodwork Technology, Technical Drawing, Auto-Mechanics and Electricity and Electronics in Secondary schools and polytechnics level and hence exposes students to technical education. Topics in Basic science have been sequentially structured for the purpose of effective teaching. After the establishment of Metalwork in schools, government envisioned that for its desired goals to be met, adequate facilities should be provided for effective learning. Consequently, sets of

Metalwork equipment, machines, and tools were provided to schools in all the country.

Qualified teachers were also posted to secondary schools for the teaching of the subject ―Metalwork‖. There are however, appears to be a consensus of opinion that a positive effect of the subject has not been realized since its introduction.According to Ekefree (2003), many students cannot interpret simple machine drawing. The teaching of Metalwork does not provide appropriate job training and experience in any specific trade or industrial area. No student on completion of the course, can carry out simple daily maintenance on machines, equipment and tools. He ascribed poor performance of students in Metalwork to insufficient tools, equipment, materials and teachers.

The implementation of Basic science programme is as crucial as its development. After the curriculum had been successfully developed and approved as an acceptable instrument for fostering the education of the youth for attainment of the society goals, the school then seeks ways and means of implementing the curriculum in order to achieve the curriculum goals. The Basic science teacher whose responsibility is to implement the curriculum must evolve the most effective means of implementing it at the classroom level. The traditional approach adopted in the teaching of Basic science has been designated as individualistic teaching approach. One of the approaches that could be used to facilitate instruction and learning in Basic science is team teaching techniques.

Team teaching is traditionally a pedagogic approach or process in which more than one teacher are involved in instruction within a classroom. According to Robinson and Schaible (1995), in team teaching a group of teachers, working together, plan, conduct, and evaluate learning activities for the same group of students. Team generally comprise staff members who may represent different areas of subject expertise but who share the same group of students and a common planning period to prepare for the teaching. For the instructors, who so often work alone, team teaching provides a supportive environment that overcomes the isolation of working in self-contained or departmentalized classrooms. Team teaching leads a better student performance in terms of greater independence and assuming responsibility for learning.

Team teaching is a method of coordinated classroom, teaching involving a team or two or more teachers working together with a single group of students. By working together with the same class, teachers can observe and critique each other‘s teaching and assessing pedagogy, supporting each other to enhance the learning outcomes of students. Collaboration is the key to team teaching. It is an interactive process that enables teachers with diverse expertise to support each other to improve practice whist providing quality education to students with range of academic and social needs. Why does team teaching matter in academic achievement and retention of students in basic science?

Academic achievement of student is very crucial and vital in team teaching because from the students‘ evaluation, their results will tells how effective team teaching reflected on their academic achievement. Teachers provide substantive instruction to all students on a daily consistent basis. Neither is considered the main teacher of the class; they are equals‘

(Murawski & Dieker, 2008). The intention of team teaching has been to meet the needs of all students‘ academic achievement and to ensure all students reach their potential (Ablye-

Taylor, 2014). There are essential requirements that are required to benefit from team teaching; energy and an uplifting demeanor are crucial. Researchers have stated that team teaching is producing positive impact upon the performance of the students in secondary schools, (Syh-Jong, 2006). Instructors in different domains, for example, Fabrication and Welding, Foundry and Forging, Sheet metal, and Machining have likewise noted the focal point of team instructing the students.

Student Retention has become a challenging problem for the academic community; therefore effecting measures for students‘ retention must be implemented in order to increase the retention of qualified students at institution of secondary schools and in higher learning. This research suggests that teachers, students, and teaching strategies or method and instructional resources play a vital role in improving student retention, for instance, institutional administrator can help students stay in school by providing them with the appropriate funding, academic support services and the availability of physical facilities in addition to the effective management of multiculturalism and diversity on campus. Faculty members can help to maintain a positive learning environment for students by using multimedia technology and innovative instructional techniques such as cooperative and collaborative learning in the classroom.

Basic science studies comprise different aspect in metalwork as a single subject in secondary schools such as; welding and fabrication, forging and foundry, sheet metal, material technology, machine shop, engineering drawing and technical drawing, and many others relatives. Students were expected to know all the aspect equally for them to achieve the aims and goals of the subject. By knowing the differences of all this aspect in basic science, with skills, experience and teaching strategy peculiar for each sector there will not be questions on how team teaching is very vital and crucial in basic science for effective teaching and learning, academic achievement and retention of students that found themselves in basic science classroom.

Metal trade in technical college and in vocational education is the art of studying different metals; develop skills in using the metals to form different objects. The technological concept of metalwork requires specific competency for occupational success. Competency in this sense involves those theories, practical knowledge and skills necessary for the execution of task area in an areas of specialization (Olaitan, Nwachuku, Igbo, Onyemachi and Ekong, 1999).

According to National Board for Technical Education (NBTE) (1992), for a programme to achieve its stated objectives resources for teaching various courses must be employed. Those resources can be human (teachers and students) or material resources. Olaitan, et al (1999), described resources as all input be it money, material or human resources toward effective operational of vocational/technical education programme. Carl (1998) also described resources as all the assets which may be used to attain goals.

Human resources in basic science in secondary schools can thus be school administrator, technical teachers, workshop attendants, artisans and other member of staffs who either directly or indirectly involved in improving, molding, creative ability, aptitude, value commitment of students in basic science curricular.

Material resources according to Ozuzu (2004) are the facilities and materials procured for effectives training of the students in practical skills and applied scientific knowledge in the technical college. They include tools, equipment, machines, instructional and training materials, consumable, finances, textbook, responsive curriculum and management. Hence for effective team teaching to be applied and succeeded in basic science both human and material resources are very important for students‘ academic achievement and retention.

Because in each aspect of metalwork in basic science in secondary schools there is need of different expert, professional, skills developer to work together as team in teaching students for effective academic achievement and retention for the benefit of vocational education and to meet the aims and objectives for the establishment of secondary schools in Niger state and Nigeria as a nation.

1.2       Statement of the Problem

Implementation of Basic science in secondary schools is plagued with several problems including the choice of the right teaching strategies. This has resulted in poor performances of the students in their examination particular in basic science. Basic science covers a wide range of discrete aspects, topics or specialized areas that a single teacher in the present dispensation finds it a bit difficult to teach very effectively. It is a general shop or industry subject designed to equip learners with pre-vocational and technical skill in many areas. Majority of teachers teaching the subject are specialized in one or two component areas of the subject. It is only recently that Metalwork has been took seriously as a teaching subject in just few of institutions offering programs of studies in vocational teacher education. Until enough of these teachers are provided for the schools, adequate steps are in need to be taken to make effective use of the existing facilities in the implementation of Basic science Curriculum. Team teaching appears to be the most likely option in resolving the instructional problem.

The influence of gender in student’s academic achievement and retention has been a major concern to educational researchers for long, yet no consistent result has emerged. Okeke (1999) and Udofia (2009) reported that gender had no significance influence on achievement and retention, while Mbaba (2006) and Ugonebo (2009) reported otherwise. The situation therefore sustains the curiosity of researchers and thus makes it necessary to continue investigating the influence of gender and team teaching on students‘ mean performance in Basic science. The focal point of the problem for this investigation has been necessitated by the limited or absence of research evidence to indicate the influence of team teaching, among other related variables, on students‘ performance in Basic science.

1.3       Purpose of the Study

The purpose of this study is to ascertain the Effect of the use of Team Teaching on Students‘

Academic Achievement and Retention in Basic science in Secondary schools in Niger State. Specifically, the study sought to determine:

The mean Achievement of Basic science students when taught using team teaching approach and using single Instructor

The mean Retention of Basic science students when taught using Team teaching approach and using single Instructor.

Mean Achievement in Basic science Students with respect to Gender when taught using team teaching approach.

Mean Retention of Basic science students with respect to Gender when taught using team teaching approach.

1.4       Significance of the Study

The result of this study would be of great benefit to the metalwork students, teachers, school administrators, curriculum planners and the society.

Specifically the result of this study will help the metalwork students for them to expose to different instructors with specialized skills and experience in Basic science to increase the cognitive, affective and psychomotor domain in their academic achievement and retention. The result of this study will equally assist the students when they have opportunity to expose to effective teaching strategies, for them to be more effective and efficient in their academic achievement and retention. They will acquire the needed practical skills, (vocation), basic and scientific knowledge, and attitude that will make them become self-reliant and selfemployed graduates.

The result will also help Metalwork teachers to be able to account for teaching strategies, plan and methods for effective teaching. They will be able to appropriate the use of the material resources in teaching relevant concepts as stipulated in the course content. In other words, teachers gain more insight in the skill, experience, teaching method and arrangement of available resources in line with the curriculum content which will makes their lesson real and more fascinating through the cooperation ideas.

The study will help the school administrator, government, to have precise information about effectiveness of team-teaching approach for the teaching of Metalwork, for them to employ more professional and skillful teachers for teaching Basic science. It will also guide to acquire relevant teaching materials related to the course content.

In carrying out instructions, the instructors (Teachers) must ensure that instructional process is systematically planned and executed using appropriate materials (Ekang, Igbo, Onyemachi, Nwachukwu, Olaitan, 1994). Therefore, this study will help the curriculum planners to keep abreast the relevant teaching strategies for each course content in Metalwork in the course of their planning. The society will in turn benefit when the unemployment among school leavers will be reduced. They will promote industrial and economic development of the country.

1.5       Scope of the Study

The study was delimited to the Effect of Team Teaching on Student’s Academic

Achievement and Retention in Basic science in Niger State. Specifically, the Study covered achievement, retention, team teaching and gender influence in achievement and retention using team teaching in basic science. The Study will not cover other teaching strategies and interest of students in basic science because the focus is on team teaching approach.

1.6       Research Questions

The following research questions were raised to guide the study:

  1. What is the mean achievement of basic science students when taught using team teaching and using single instructor?
  2. What is the mean retention of general metal work students when taught using team teaching and using single instructor?
  3. What is the mean achievement of basic science students with respect to gender when taught using team teaching approach?
  4. What is the mean retention of basic science students with respect to gender when taught using team teaching approach?

1.7       Hypotheses

The following Alternative Hypotheses guided the Study, they were tested at p < .05 level of significance in order to provide answers to the questions.

Ha1: There is significant difference on the mean achievements of students in basic science when taught using team teaching and using single instructor.

Ha2: There is significant difference on the mean retention of students in basic science when taught using team teaching and using single instructor.

Ha3: There is significant difference on the mean achievements of students with respect to gender when using team teaching approach

Ha4: There is significant difference on the mean retention of students with respect to gender when taught using team teaching approach.

EFFECTS OF TEAM-TEACHING STRATEGY ON STUDENT’S ACHIEVEMENT AND INTREST IN BASIC SCIENCE

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