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

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

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. 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.

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, 2011).

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, 2006).

Universities and other institutions are beginning to show an increased awareness of the importance of the ways students learn. Learning of Economics through some methods of teaching is passive rather than active. However, the traditional methods (lecture, laboratory, and recitation methods). Thus, do not tend to faster critical and creative thinking and collaborative problem solving.

Furthermore, Wickens (1975) 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. Many researchers have offered various definitions of team-teaching. 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. As such, this research intends to compare effect of team teaching with some other teaching strategy on students’ academic achievement in Economics.

A comparative effect of team teaching with some other teaching strategies on students achievement in economics

1.2    Statement of the Problem

Students’ persistent poor performance in the subject of Economics has been the main concern to all and sundry. It is a fact that, there are many methods of teaching. Thus, this ranges from the traditional to mode of teaching inquiry method.

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.

It is in this vain that, this study seeks to compare team teaching with some other teaching strategies on students’ academic achievement in Economics within Abak Local Government Area.

1.3    Objective of the Study

The main objective of this study to compare team teaching with some other teaching strategies on students’ achievement in Economics in Abak Local Government Area.

In specific terms, 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

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.
3. Also, will serves as feedback to the educational sector. Especially the department of teachers training and development in curriculum.

1.5    Research Questions

1. Is there any significant difference in students’ academic achievement when Economics is taught using team teaching and lecture methods of teaching?
2. Is there any significant difference in students’ academic achievement when Economics is taught using team teaching and discussion method of teaching?
3. Is there any significant difference in students’ academic achievement when Economics is taught using team teaching and field trip method of teaching?

1.7    Limitations of the Study

Some constraints and limitation to this study included.

Financial constraint exerted a felt influence on the study. For the researcher hardly gathered enough money to allow for the coverage of a large area.