EFFECTS OF TEAM TEACHING APPROACH ON ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS IN COLLEGES OF EDUCATION IN KANO STATE,NIGERIA
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- NGN 3000
ABSTRACT
The study examined the Effects of Team Teaching Approach on Academic Performance of Social Studies Students in Colleges of Education in Kano State, Nigeria. The study used quasiexperimental research design and 165 NCEIII students of Federal College of Education, Kano and Sa‘adatu Rimi College of Education, Kumbotso-Kano were used. The study used Social Studies Achievement Test (SOSAT) as data collection instrument. The study answered three (3) research questions and tested three (3) hypotheses. The data analysis tools were Arithmetic Mean and Standard Deviation used in answering the questions raised by the study and independent sample t-test which used in testing the three null hypotheses postulated by the study. The study revealed that significant differences existed between the mean academic performance of NCE III students taught Social Studies using team teaching approach (experimental) and those who were taught with single teacher approach (control); no significant difference was established between the mean scores of NCE III male and female Social Studies students taught using team teaching approach (Experimental group); also no significant difference was observed between the mean scores of NCE III Social Studies students from Federal and State owned colleges of education taught using team teaching approach (Experimental group). In the light of the above findings, the study recommended that Social studies teachers in the study area should be encouraged to adopt team teaching approach for their students for optimum academic performance as the approach has proven to be gender-friendly; the need to use of single teacher approach of teaching social studies should be minimized so that NCE students should benefit from the goodness of team teaching approach to instruction and that both Federal and States owned colleges of education should endeavor to promote team teaching approach as a matter of policy in social studies teaching and learning for maximum outcome
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