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Team Teaching And Academic Achievement Of Students

Team Teaching And Academic Achievement Of Students

For complete project materials and assignments call us with 07068634102

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

Research on teaching methods has for long been of interest to educationists. However, some studies have been carried out on certain aspects of the programme but have not investigated the academic performance of learners in the 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. It was argued by Adufe (2008) that teaching is based on methods which at the long run bring about effective teaching.

Team Teaching And Academic Achievement Of Students

It is now being recognized that there are better ways to learn through traditional methods of instruction (Wood and Gentile, 2003). 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 Physical and Health Education through some methods of teaching is passive rather than active. The traditional methods (lecture, laboratory, recitation methods) do not tend to foster critical and creative thinking and collaborative problem-solving.

Wilkins (2001) posits that team teaching organization pools resources of teachers, and the facilities of the school break down the isolation of staff economize effort by eliminating repetitions and should lead to better quality teaching and learning. A course in colleges and universities uses the system. Each teaching team comprises of lecturers and tutors within a department.

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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 efforts that are aimed at improving teaching quality as well as student academic achievement. Many researchers have offered various definitions of team teaching: for example, Davis (2005) regarded team teaching as “all arrangement that includes two or more faculty in some level of collaboration in the planning and delivery of a course”. On the other hand, Trump and Miller (2000) define them teaching as an arrangement in which two or more teachers and their assistant, taking the advantage of more teachers and their competencies, plan, instruct and evaluate in one or more subject area. This they believe could be done with a group of students of about two or more conventional classes in size.

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. Considering the advantages of team teaching, this study is undertaken to investigate the influence of team teaching on the academic achievement of students

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