EFFECTS OF TEAM TEACHING STRATEGY ON SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN BIOLOGY IN ONDO STATE

Abstract

This study examined the effects of team teaching strategy on secondary school students’ learning outcomes in Biology in Ondo State. The purpose of the study was to investigate the influence of students’ attitude on their academic performance in Biology. The population consisted of 20,256 Senior Secondary Schools (SSS) two students in all the public secondary schools in Ondo State and the sample of 163 Senior Secondary Schools (SSS) two students in Ondo State was selected using multistage sampling procedure. Two research instruments used were: Biology Performance Test (BPT) and Biology Students’ Attitudinal Test (BSAT). Face and content validities of the instruments were ascertained by the experts in Biology, Test, Measurement and Evaluation, and Guidance and Counselling. The test-retest method was used to establish the reliability of the instruments by administering them on twenty SSS 2 Biology students from outside the sampled Local Government Areas twice at the interval of 2 weeks in Ekiti State. Scores collected from the two tests were subjected to Pearson Product Moment Correlation analysis and the reliability coefficient of 0.89 and 0.81 were obtained for BPT and BSAT respectively which were used to adjudge the instruments to be reliable. Data collected were analyzed using inferential statistics. Specifically, the research question was analyzed using mean and standard deviation while hypotheses 1 was analysed using t-test and hypothesis 2 was analysed using Analysis of Covariance (ANCOVA). The three hypotheses were tested at the significance level of 0.05.The finding showed that there was no difference in the performance of students in the two groups before the treatment which means that both groups were homogeneous.  The findings of this study also showed that there was significant difference in the students’ attitude in Biology before and after the treatment. The finding also showed that there was significant difference in the pre-test and post-test mean scores of students exposed to team teaching strategy and the conventional method of teaching. It was therefore recommended the use of team teaching strategy should be encouraged in Biology class in secondary schools to enhance better students' academic performance and attitude in Biology. It was also recommended that the Ministry of Education should offer professional training and re-training to Biology teachers through workshops and seminars to enhance their skills in team teaching and collaborative pedagogical practices. The training should focus on effective communication, coordination, and synergy among teachers to maximize the benefits of team teaching.