Effect of team teaching strategy on secondary school students' achievement and interest in linear equations
Abstract
The study examined the effect of Team- Teaching Strategy (TTS) on secondary school students’ Achievement and Interest in Linear Equation. It adopted a quasi- experimental, non- randomized control group design. The study was guided by six research questions and six null hypotheses. The population of the study consisted of 4670 mathematics students in Onitsha Education Zone of Anambra State of Nigeria. A sample of 230(68males and 72 females)senior secondary school students was drawn from six co-educational schools drawn from a population of 14 co-educational secondary schools within the specified area. A flip of coin was used to assign three of the schools to experimental group and the other three to control group. Linear Equation Achievement Test (LEAT) of 50 multiple choice items structured by the researcher and Linear Equation Interest Scale (LEIS) of 20 items formed the instrument for data collection. The instruments were duly validated by experts and reliability index of 0.89 was obtained for LEAT using KR-20 while 0.87 was obtained for LEIS using Cronbach alpha reliability. Mean and Standard Deviation were used to answer the research questions while ANCOVA was used to test the null hypothesis at 0.05level of significance. The findings of the study showed a significant difference between students taught using TTS and those taught using Single Teacher Teaching Strategy (SSTT) in favor of TTS. Also there was a significant difference in students’ interest in linear equation when taught with the two methods infavor of TTS, among other findings. The study concluded that TTS is a better strategy for improved students’ achievement than STTS. It was recommended among others that TTS should be adopted for effective teaching of mathematics in secondary schools. Mathematics teacher- trainees should be trained on the use of TTS and serving teachers should be encouraged to use it in teaching.
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