EFFECT OF 3-TEAM TEACHING MODELS ON THE ACADEMIC ACHIEVEMENTOF PHYSICS STUDENTS IN COLLEGES OF EDUCATION IN NORTHEAST, NIGERIA

Abstract

This study investigated the effect of 3-team teaching models on the academic achievement ofphysics students in Colleges of Education in North East Nigeria. The study is a quasi –experimental pretest – posttest control group design. The population of the study comprisedof411 NCE II physics students in all the 11 States and Federal Colleges of Education in the zone. The study employed a two-staged sampling approach. The first stage involved the Colleges that have lecturers I and above who served as research assistants and also taught as a team in teaching PHY 223. Eight out of the eleven Colleges satisfied the first staged sampling technique. The second stage was simple random sampling technique using pick from a hat method in which four Colleges were randomly selected and assigned the treatment groups E1, E2 and E3 and the control group C respectively. Physics Achievement Test was the instrument used for the collection of data with a reliability coefficient of 0.82. Pretest and posttest were administered to the experimental and control groups before and after treatment. One research question was asked and a corresponding hypothesis was raised and tested at 0.05 level of significance using analysis of co-variance. The hypothesis was rejected at p – value (0.014). Due to this significant difference in the academic performance of students; a post hoc analysis was conducted using the Bonferroni
Multiple Comparison Analysis. Teachers should pay attention to the training of their colleagues in the development of team models in the classrooms as an instructional strategy is one of there commendations made in the study.