Effect of Team Teaching and Blended Learning Strategies on Student Achievement and Retention in Geography Among Senior Secondary Schools in Bosso Local Government
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the effect of team teaching and blended strategies on student achievement and retention in geography among senior secondary schools in Bosso local government
- To investigate the impact of teacher/student attitudes on students‟ performance in secondary school geography
- To ascertain the relationship between team teaching and blended strategies and student performance in geography
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Team Teaching
Team teaching as a practice is not always articulated, so it‘s not always apparent how teachers are team teaching. Buckley (2000, p.4) is one author who clearly defines the purpose and the acts associated with team teaching. A team, of instructors working purposefully, regularly, and cooperatively to help a group of students learn. As a team, the teachers work together in setting goals for a course, designing a syllabus, preparing individual lesson plans, actually teaching students together, and evaluating the results. They share insights, arguing with one another. And perhaps even challenging students to decide which approach is correct. This experience is exciting. Everybody wins! Friend (2008) confers with Buckley‘s explanation and considers team teaching as an act of co-teaching between two professionals who jointly delivering the learning instruction. She argues it presumes that both educators actively participate in the delivery of instruction, share responsibility for all their students, assume accountability for student learning and acquire instructional resources and space‖ (Friend, 2008, p. 9). Team teaching is also articulated as an act that occurs in a single physical space in order to deliver instruction and that the team of teachers have joint responsibilities for planning, teaching, assessing and evaluation (NT Department of Education and Training, 2004; Hattie, 2012; Jensen, 2014). One model of instruction utilized in school systems to meet the requirements of No Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA, 2004) is co-teaching. Co- teaching is a model for collaboration, cooperative learning, and a form of inclusion that impacts student achievement. The definition of collaboration is, the interactions between professionals who offer different areas of expertise yet share responsibilities and goalsm (Murawski and Hughes, 2009; p. 269). The definition of co-teaching by Cook and Friend (1995) (as cited in Murawski and Swanson, 2001) is two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space (p. 2). As these processes take place in a classroom where the student population includes general education and special education students, a cooperative, co-taught environment is modeled
Strategies for Success
Classroom settings in technical education are required to support a diverse range of learners ranging from students who are gifted to students who have disabilities. Inclusion is now mandated along with the requirement that all students are expected to meet the same academic standards due to NCLB and IDEA (2004). As districts meet these requirements, team teaching is evolving as an educational practice (National Center for Educational Restructuring and Inclusion, 1995). As general education and special education teachers‘ work together to meet the needs of the students in the classroom, attention to effective practices must be considered. Strategies for success include co-teaching structures, preparing to co-teach, and research-based strategies. Co-teaching structures: The first step in providing strategies for success in co-teaching and evaluating the influence this methodology has on the learning in secondary classroom is to review what team teaching looks like with research based practices. Creating a Co-taught Classroom Integrating team teaching and Research-based Mathematics Strategies‖ by Sileo and van Garderen (2010) is an article based on a general educator and a special educator‘s initial experience in creating a co-taught classroom while integrating team teaching and research-based mathematics strategies. Sileo and van Garderen described the six different team teaching structures identified by Friend (2005) and what mathematic strategies look like when integrated. The authors provided an overview of team teaching as a methodology where students received educational services in a least restrictive environment, access to core-curriculum requirements, and a service delivery model where two teachers share responsibilities for content delivery, assessment, and classroom management. Six team teaching structures were identified as possible service delivery models: (a) one teach, one observe; (b) team teaching; (c) alternative teaching; (d) parallel teaching; (e) station teaching; (f) one teach, one drift. One teaches, one observes:
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study effect of team teaching and blended strategies on student achievement and retention in geography among senior secondary school in Bosso local government area, Niger state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information effect of team teaching and blended strategies on student achievement and retention in geography among senior secondary school in Bosso local government area, Niger state. 200 staff of selected schools in Bosso local government of Niger state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effect of team teaching and blended strategies on student achievement and retention in geography among secondary school in Bosso local government of Niger state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenge of team teaching and blended strategies on student achievement and retention in geography
Summary
This study was on effect of team teaching and blended strategies on student achievement and retention in geography among secondary school in Bosso local government of Niger state. Three objectives were raised which included: To ascertain the effect of team teaching and blended strategies on student achievement and retention in geography among senior secondary school in Bosso local government, to investigate the impact of teacher/students attitudes on students‟ performance in secondary school geography, to ascertain the relationship between team teaching and blended strategies and student performance on geography. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools in Bosso local government in Niger state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principal adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
On the basis of research results and discussion of findings the following conclusions may be drawn: Team teaching enhances male and female students ‘performance in geography. Team teaching in geography is superior to single instructor approach because the former has more merits than the latter.
Recommendation
The Ministry of Education and relevant agencies should as a matter of policy deploy teachers who specialize in different component areas of Metalwork Technology to jointly teach the subject in schools offering geography. The State Ministry of Education should organize seminars and workshops to educate technical teachers about the benefits of team teaching procedures and approaches
REFERENCES
- Akambi, A.A. & Ugbe, A.S (1997). Entrepreneurship Among Business Graduates, Bichi Journal of Education.1 (1). Pp. 15-22
- Akinade, E. A. (2001). Dictionary of Guidance and Counselling (Counselling Psychology). Ibadan: Olu-Akin Publishers.
- Akinade, E. A. & Adedipe, V. O. (1994). Behaviour Modification: Principle and Practices.Ibadan: Stirling-Holden Publisher Nig. Ltd.
- Akiwong, S.W. (2004). Entrepreneurial Initiatives in Colleges of Education Programmes. A Paper Presented at the Train-the Trainer Workshop on Capacity Building for Lecturers in Colleges of Education in Nigerian: Organized by the Educational Tax Fund (ETF) in Collaboration with the National Commission for Colleges of Education (NCCE), Federal College of Education, Katsina 20′” to 24′” September.
- Aliyu, S.A. (1997). Entrepreneurship” in Vocational and Technical Education. Bichi Journal of Education.1 (1). Pp. 126- 130
- Aluwong, E.B. (2004). Metalwork Technology and Manpower Development. Knowledge Review: A Multidisciplinary Journal of National Association for the Advancement of Knowledge (NAFAK).9 (4).Pp. 93 – 97
- Anastasi, A. (1976). Psychological Testing . New York: Macmillan Publishing Co.
- Anene, G. U. (2005). Home Economics and Academic Performance of a Child. Journal of Home Economics Research.6 (1). 99-103
- Ayodele, F. (1988). Motivating teacher for new education system. National Concord, 5th April. 7.
- Bajah, S. T. & Bozimo, H. (1989). Low participation of girls in science, technology and mathematics education: Strategies for redress. A report on the National workshop on promoting science, technology and mathematics education among girls and women in Nigeria. A publication of Women Education Branch of the Federal Ministry of Education, Lagos.
