Comparative Effectiveness of Experiential Learning and Team Teaching Strategies on Academic Achievement of Students in Basic Science
CHAPTER ONE
Purpose of Study
The purpose of this research was to determine the effect of exposure to lab based versus team teaching based instruction on student academic achievement. Objectives of this study were the following:
- Determine the effects of the experiential teaching method on students’ achievement in Basic Science;
- Determine the effects of the team teachingbased teaching method on students’ achievement in Basic Science;
- Determine which of the teaching methods had an effect on students’ achievement, positively or negatively;
- Determine if demographic characteristics have an effect on achievement for either teaching method.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Basic Science
In Nigeria, science is presented to the learner at the primary school level of education as Basic Science. It is considered as the most important part of science because the subject introduces the learner to science education. Basic Science can be considered as the foundation of science in Nigeria. The subject was included in the Nigerian Educational system with the onset of the Universal Basic Education (UBE) in 1999.The UBE is a nine year compulsory education programme made up of Lower basic (primary 1-3) classes. Middle basic (primary 4-6) and Upper basic (JSS 1-3).With the advent of UBE, Primary Science, which was the form in which science instruction was formerly presented to learners at the primary school level, was replaced with Basic Science and Technology for primary schools. At the upper basic level, integrated science was replaced by Basic Science (Nneji, 2006; Obong, 2006).
In selecting the contents of the Basic Science curriculum, three major issues shaping the development of nations worldwide and influencing the world of knowledge today were identified as globalization, information/communication technology and entrepreneurship (Adeniyi, 2007). The desire that Nigeria be identified with contemporary development worldwide called for the infusion of relevant contents of four approved curriculum innovations in the areas of:
- Environmental Education (EE)
- Drug Abuse Education (DAE)
- Population and Family Life Education (POP/FLE)
- Sexually Transmitted Infection (STI, HIV/AIDS).
Infusion occurred in every class from Basic 1-9. Also, some introductory technology topics have been introduced at the lower level while leaving the middle level for purely science topics. At the Upper Basic level however, Basic Science and Technology is presented to the learner as two separate subjects namely, Basic Science and Basic Technology. The overall objectives of the Basic Science Curriculum, according to NERDC (2007) are to enable learners to;
- Develop interest in science and technology,
- Acquire basic knowledge and skills in science and technology.
- Apply their scientific and technological knowledge and skills to meet societal needs.
- Take advantage of the numerous career opportunities offered by science and technology.
- Become prepared for further studies in science and technology.
In order to achieve a holistic presentation of science contents to learners, the thematic approach to content organization was adopted. Consequently, four themes were used to cover knowledge, skills and attitudinal requirements. These are;
- You and environment
- Living and Non-living things.
- You and Technology.
- You and Energy.
At the Upper Basic level however, theme 3 ‘‘you and technology’’ was changed to “Science and Development.” The topics under each theme were sequenced in a spiral from beginning with the simple to the complex across the 9 (nine) years Basic Education program in order to sustain the interest of learners and promote meaningful learning (Adeniyi, 2007). The use of guided inquiry method of teaching and learning is implied in the activities prescribed under each topic in order to promote learning by doing and skills development. The theme “Science and Development,” according to Adeniyi was added to expose students to development in science and technology alongside skills that will enable them face challenges, make informed decisions, develop survival strategies and learn to live effectively within the global community. Thus, for students to acquire the necessary skills, attitudes, values needed for national development, Basic Science should be taught and learned as ‘fun’ by doing, seeing and thinking. It must generate excitements, remove boredom and fill students with love for nature, sense of wonder, willingness to enjoy and marvel at the mysteries of life.
CHAPTER THREE
RESEARCH METHOD
The chapter presents the procedure adopted in carrying out the study under the following subheadings; Design of the Study, Population of the Study, Sample and Sampling Techniques, Instruments for Data Collection, Experimental Procedure, Trial Testing, Reliability of the Instrument, Method of Data Collection and Method of Data Analysis.
Design of the Study
The design of the study was quasi-experimental design. Specifically, it was a non- equivalent control group design. According to Nworgu (2006), this research design is used to establish cause and effect relationships between two or more variables. The design was chosen because it was aimed at establishing the effect of learning strategy on students’ interest and achievement in Basic Science. Also, class activities were not disrupted during the experimental treatment as intact classes were used.
Population of the Study
The population of the study consisted of all upper basic students in government secondary schools within obio akpor local government area in rivers state. According to the State Post Primary Board (TSPP, 2012), there are fifteen thousand one hundred and eight (15108) male students and eight thousand, four hundred and fourteen(8414) female students summing up to twenty three thousand five hundred and twenty two(23522) upper basic students in the Zone.
CHAPTER FOUR
RESULTS
Chapter one introduced the problem and Chapter two explained the related literature and theoretical framework related to this study. Chapter three explained in detail the methods and procedures, and in this chapter the results will be presented. Each of the objectives will be discussed and the hypotheses will be confirmed or discredited.
Objective 1: Determine the effects of the experiential teaching method on students’ achievement in Basic Science.
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
SUMMARY OF FINDINGS
Objective 1: Determine the effects of the experiential teaching method on students’ achievement in Basic Science.
The results of this objective showed that the experiential teaching method did increase the rate of achievement for the students in Basic Science. The frequencies, t-statistics, p-values, and means showed that there was an increase and the results were statistically significant. There is evidence to suggest that using this type of teaching method will increase the rate of achievement for equine animal science classes. The ultimate increase in rate of achievement was a 2.7 point increase out of 8 possible points. Previous studies support this finding, concluding that the experiential method helps students retain more information than just lecturing (Burris, Garton, and Terry, 2005; Hancock and Wingert, 1996).
Objective 2: Determine the effects of the Team teaching based teaching method of students’ achievement in Basic Science.
The results of this objective showed that the Team teaching based teaching method did increase the rate of achievement. The frequencies, t-statistics, p-values, and means showed that there was an increase and the results were statistically significant. There is evidence to suggest that using this type of teaching method will increase the rate of achievement for equine animal science classes. The ultimate increase in rate of achievement was a 4 point increase out of 7 possible points. Critical thinking is a large component of any classroom, including it in Team teaching may increase achievement by making students think on their own while learning through Team teaching (Richardson, 2003). Understanding what is being taught instead of just possessing the knowledge will increase achievement with any teaching method.
Objective 3: Determine which of the teaching methods had an effect on students’ achievement, positive or negative.
The results of this objective showed that while both teaching methods increased rate of achievement, the Team teaching based method had more of an increase. There ultimately was more than a 1 point difference in Team teaching to lab. The frequencies, t-statistics, p-values, and means all showed that the Team teaching based method increased rate of achievement more than the experiential teaching method. Through all tests, the overall Team teaching growth was more than the lab growth.
All results were statistically significant and evidence exists to suggest that both teaching methods increase rate of achievement but the Team teaching based method shows a greater increase. There have been mixed results from previous studies as to which method actually produces better results.
Newsome, Wardlow, and Johnson suggest that the decision should be made by the teacher and may change from class to class and school to school. Different types of students need different methodologies. Finding the best method for the student population is most important (New, Wardlow, and Johnson, 2005).
Incorporating the theories of Dewey, Piaget, Lewin, and Kolb may produce positive outcomes. This study did not have a reflection component like the ones depicted in the theories, including once, especially with the different demographic characteristics may produce different results (Kolb, 1984).
Recommendations
The following recommendations have been made based on the findings of this study.
Basic Science teachers should endeavor to develop and adopt Experiential learning strategy as it would enhance overall interest and achievement in science as well as help reduce gender gap in Basic Science.
Regular sensitization workshops should be organized by the Universal basic education commission to retrain Basic Science teachers on the development and use of Experiential learning strategy.
Pre- service teachers should be trained on how to develop and employ the use of Experiential learning strategy.
Government, in conjunction with other professional bodies, should sponsor further research on the use of Experiential learning strategy.
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