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Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

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 Abstract

This research work examined the Perceived effect of team teaching on the academic performance of social studies students in the Mkpat Enin Local Government Area. Three research questions and three null hypotheses were stated and tested at 0.05 alpha level of significance. In the study area, the population of the study comprised of  Two Thousand, Nine Hundred and Eighty Seven (2987) Junior Secondary School Two (JSS 2) students in sixteen public secondary schools. The sample size used for the study was one hundred students (100) drawn from two (2) public secondary schools. A quasi-experimental design was adopted for the study. Social Studies Achievement Test (SSAT) was the main instrument used to elicit data for the study.

Data obtained for the study were analyzed using mean, standard deviation, and t-test statistical analysis, and findings showed that: There is a significant difference in students’ academic performance in Social Studies when taught using team teaching and those taught using lecture method of teaching; There is no significant difference in academic performance in Social Studies among male and female students when taught using team teaching; and finally, there is no significant difference in academic performance in Social Studies among male and female students when taught using lecture method of teaching. Based on the findings, it was recommended that Social Studies students should be exposed to the team teaching method of the teaching to assist in enhancing their academic performance and to facilitate effective learning of the subject.

TABLE OF CONTENTS

Title Page     –        –        –        –        –        –        –        –        i

Certification  –        –        –        –        –        –        –        –        ii

Dedication              –        –        –        –        –        –        –        iii

Acknowledgements  –        –        –        –        –        –        –        iv

Abstract                 –        –        –        –        –        –        –        v

Table of Contents    –        –        –        –        –        –        –        vi

CHAPTER ONE      – INTRODUCTION

1.1     Background to the Study   –        –        –        –        –        1

1.2     Statement of the Problem  –        –        –        —       –        7

1.3     Purpose of the Study         –        –        —      –        –        9

1.4     Significance of the Study   –        –        –        –        –        9

1.5     Research Questions           –        –        –        –        –        10

1.6     Research Hypotheses        –        –        –        –        –        11

1.7     Delimitation of the Study            –        –        —       –        11

1.8     Limitation of the Study               –        –        –        –        12

1.9     Operational Definition of Terms   –        –        –        –        12

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1     The Concept of Teaching   –        –        –        –        –        14

2.2     The Concept of Team Teaching Method as a Method

of Teaching   –        –        –        –        –        –        –        16

2.3     Team Teaching and Students Academic Performance   –        19

2.4     Gender Influence and Academic Performance of

Students Taught Using Team Teaching   Method

of teaching – –        –        –        –        –        –        –        21

2.5    Lecture Method of Teaching and Students’ Academic

Performance           –        –        –        –        –        –        24

2.6     Chapter Summary of Review of Literature         –        –        17

CHAPTER THREE  – RESEARCH METHODS

3.1     Area of the Study              –        –        –        –        –        28

3.2     Research Design               –        –        –        –        –        29

3.3     Population of the Study     –        –        –        –        –        29

3.4     Sample and Sampling Techniques           –        –        –        29

3.5     Instrumentation –    –        –                 –        –        –        30

3.6     Validation of Instrument    –        –        –        –        –        30

3.7     Reliability of Instrument    –        –        –        –        –        31

3.8     Administration of the Instrument –        –        –        –        31

3.9     Method of Data Analysis              –        –        –        –        32

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Analysis-         –        –        –        –        –        –        33

4.2     Discussion of Result                    –        –        –        –        36

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CHAPTER FIVE -SUMMARY, RECOMMENDATIONS AND

CONCLUSION

5.1     Summary                –        –        –        –        –        –        39

5.2     Recommendations             –        –        –        –        –        41

5.3     Conclusion              –        –        –        –        –        –        40

5.4     Suggestions for Further Study      –        –        –        –        42

References              –        –        –        –        –        –        43

Appendix      –        –        –        –        –        –        –        47

 CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Teaching is the act of educating or instructing learners. It is the act of imparting knowledge or skills to learners. Teaching as a process involves several activities by the teacher and the students. Ekanem (2006), states that it is because of this that the teaching activity of the teacher falls under the searchlight of the larger society. Similarly, the National Policy on Education cited in Ekanem (2006) clearly recognized the role of the teacher when it declared that the teacher’s education shall continue to be given major emphasis in all educational planning and development. This is because the role of a teacher remains pivotal for the overall achievement of the educational objectives of the nation. This statement also backs up what the National Policy on Education stated that no education shall rise above the level of its teachers, owing to the fact that the teachers select, organized, arrange and implement the curriculum of the nation. Therefore, their method of teaching needs to be suitable for teaching the concept they want to teach.

The teaching of Social studies in Nigerian schools needs to be properly handled because the subject exposed the students to diverse fields in the area of social sciences such as financial accounting, business and finance, and public finance amongst others. The strategies, methods, and materials used by teachers to teach and drive home their subject matter at the secondary school level of education are indubitably a paramount or important issue in classroom interaction and the successful transfer of knowledge from the teacher to the learners.

Team teaching entails the teaching of one concept by different teachers with the same learners. It is a natural method of learning that can take different forms such as modeling, games, dramatization, drawing, and painting. According to Uwameiye and Ojikutu (2008), teaching can be defined as the action of a person (teacher) and may also refer to the instruction of education performed by a teacher.

However, Okon, (2014) maintained that teaching Social studies and other social science subjects is very difficult as the subject does not have concrete materials to be presented to the students during lesson presentation, and therefore, the use of the lecture method of teaching becomes the order of the day for teachers. This method of teaching reduces the teaching of the subject to mere memorization of facts and encourages cramming leading to poor presentation when the need arises. This method may not be appropriate for secondary school students and therefore, some researchers.

Also, the impact of any teaching method is not only limited to the conditions surrounding the teaching but also the advantages and the disadvantages of a particular method in a particular situation should not be left out. According to Keene (2015), each student learns best using strategies and objectives that reflect his experiences, abilities, aptitudes, and interest. Similarly, there is no standard teaching method. The various teaching methods overlap in definition and application; none being mutually exclusive although researchers often delineate several teaching strategies. Laboratory technique is one of the many teaching methods under investigative or activity based.

It is a method that is capable of improving learning through its diversity effect activity. It has the prerequisite characteristics for individualized instruction and therefore has a high potential for making the teaching-learning process challenging and rewarding but this method may not be appropriate for the teaching of Social studies. There is a radical departure from the direct teaching model in which the teacher engages students to learn. Students are encouraged to ask questions (questioning method). The student is viewed as an inquirer, a seeker of information, and a problem-solver. These attributes are crucial to problem-solving and are at the heart of effective teaching.

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Consequently, there is now a growing concern for the use of demonstration techniques in the teaching of Social studies in Nigerian secondary schools. In recent times, much research attention has been focused on the teaching of Social studies in Nigerian Secondary Schools with a view to ascertaining the adequacy and appropriateness of the teachers’ method of teaching and indeed the effectiveness of instruction.

Investigation into the use of demonstration instructional technique in the teaching of Social studies in Nigerian Secondary Schools seems to have focused mainly on teachers’ frequency of the use of this technique and sparingly on the application of important variables influencing its effective use. In a sense, no research attention has yet been paid to the effectiveness of teaching Social studies using team teaching techniques in Mkpat Enin Local Government Area. The use of team teaching instructional technique as an innovative instructional practice can only be effectively implemented if the teachers possess the appropriate knowledge, skills, and abilities related to its use in the classroom situation.

The present concern for Nigerian Social studies teachers with regards to the utilization of certain teaching is born out of the fear that since most of these teachers have been used to lecture teaching approach and considering the existing inadequacies in teacher education in Nigeria, their awareness, equipment, orientation, and willingness to embrace and effectively use the guided inquiry technique as a mode of teaching is bound to be questionable. This activity technique is at times misconstrued and hence wrongly applied in the teaching of Social studies as there are no materials to use in teaching the subject.

Nowak, Watt, and Walther (2014), articulated this position and presented evidence that the team teaching method is generally effective in teaching sciences, mathematics, and mechanics as well as subject areas within vocational and technical education. While team teaching is appropriate for the teaching of social science and art and other related subjects (Social studies inclusive). As stated by Gokhale (2016), the professional success of a technologist is directly related to his/her ability to transfer knowledge gained in the academic environment to real-world situations.

Much student learning occurs through observing others. This paper attempts to elucidate the concept of the method of teaching, and empirically establish its effectiveness on SS 2 students’ achievement in Secondary Schools. Team teaching has been widely accepted and recommended by some educators as a good method of teaching in secondary schools (Phipps & Osborne, 2012). Team teaching is a method of teaching where the central and essential characteristic is interaction (Binkley and Tulloch, 2011).

Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

Ekanem (2006) stated that teaching is a complex process in secondary school that at this level teachers are dealing with adolescents who needs more attention. The author added that teachers who teach in secondary schools must be made to understand that they have a very important role to play in preparing youngsters for the greater task ahead in the higher field of learning. Teachers, therefore, should be able to lay the foundation to students at this level to ensure a better academic future for the learners. It is against this background information that the researcher intends to investigate the team teaching and students’ academic performance in Social studies in secondary schools in Mkpat Enin Local Government Area.

 1.2     Statement of the Problem

The act of teaching is fundamentally concerned with passing ideas, skills, and attitudes from the teachers to the learners. Experience has shown that spoken words alone in the communication of ideas are grossly ineffective and inefficient in producing desired learning outcomes. The mass failure recorded by students in certificate examinations in secondary schools according to the chief examiners of the West Africa Examination Council (WAEC)in 2016 report that out of 1,104,13 students who registered for the examination only 571,006 obtained pass with five credits including Social studies, Mathematics and English Language. The reason for this could be attributed to the fact that Social studies as a social science subject in secondary schools pose serious problems of comprehension to students and that this subject cannot be taught effectively without relevant instructional methods.

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In-effective selection and utilization of the instructional process is one of the reasons advanced for the poor performance of students in Social studies this is because the method of teaching selected constitutes an integral part of teaching and if the teaching methods selected are not students’ centered, the teaching of Social studies will be mainly verbalization of words without adequate understanding by the students. Also, students may not be sufficiently exposed to discipline in class as some of the methods of teaching encourages students to be passive during the process of teaching and learning and this attitude has rendered Social studies teaching in many of our secondary schools ineffective, this is because students hear when you teach them, they see when you demonstrate and they understand when they practice. Some methods lead to ineffective classroom supervision and follow-up for slow learners as well as complicated learner evaluation procedures.

From the foregoing, there is a strong indication that the academic achievements of Social studies students are a correlate of the teaching method utilized by teachers in the process of instruction. Therefore, careful and cautious attention is accorded to it if we want to build and sustain the effective performance of students in Social studies in Nigeria. Based on these facts, the study seeks to find out the effects of team teaching on students’ academic performance in Social studies in secondary schools in Mkpat Enin Local Government Area.

Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

 1.3     Purpose of the Study

The study sought to investigate the Perceived effect of team teaching on the academic performance of social studies students in Mkpat Enin Local Government Area. Specifically, the study sought:

  1. To investigate the students’ academic performance in Social studies when taught using team teaching and those taught using the lecture method in secondary schools in Mkpat Enin Local Government Area;
  2. To examine whether there is any significant difference in male and female students’ academic performance when taught using team teaching.

iii.  To assess whether there is any significant difference in male and female students’ academic performance when taught using the lecture method of teaching.

1.4  Significance of the Study

The findings of this study will be significant in the following ways:

  1. Curriculum designers in developing curricula for Nigerian teachers of tomorrow which will help equip them with knowledge on what type of methods to use for instruction.

ii  It will enhance innovative thinking, creativity, and resourcefulness among teachers as they will have to think of selecting relevant instructional techniques for their lessons. Findings may also provide the teachers with feedback on the teaching competencies in the most commonly used teaching methods as a basis for improvement in their instructional practice so that they can enhance performance.

iii  The findings of this study will assist the Ministry of Education in providing teaching aids to support methods used by teachers in the teaching/learning process.

iv The findings will help students to know the level of their performance and therefore thereby become learning conscious towards various methods.

v   Future researchers will use the outcome of the research as reference materials on related topics.

Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

Perceived Effect of Team Teaching on Academic Performance of Social Studies Students

Mr. Harrison

Project Gurus is a subsidiary website owned by Harrilibrary Integrated Services which was registered under the Corporate Affairs Commission of Nigeria that was established in 1990 vide Companies and Allied Matters Act no 1 1990 as amended, now on Act cap C20 Laws of Federation of Nigeria. Our aim and objective is to assist students all over the world on their educational research works. We are committed toward assisting students at all level of education in their academic work. We have a team of seasonal writers who are vested with the current knowledge in research work. For more information contact on via Email @[email protected] or WhatsApp us on +2348127963962

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