ABSTRACT
This study is on effect of team teaching and blended strategies on student achievement and retention in geography among senior secondary school in bosso local government of Niger state. 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
CHAPTER ONE
INTRODUCTION
- Background of the study
This Learning and Teaching Strategy is designed to enable staff to play their part in delivering the overall secondary school Strategy by maintaining academic standards, providing students with a compelling learning experience tailored to their individual needs and optimising the outcomes of all learning and teaching activity. The Learning and Teaching Strategy encompasses all academic provision at all levels including On-campus and Partnership Provision, Transnational Education (TNE), Distance Learning, Apprenticeships and Work based Learning. ( www.bradford.ac.uk)
Team teaching leads a better student performance in terms of greater independence and assuming responsibility for learning. Team teaching is a method of coordinated classroom, teaching involving a team or two or more teachers working together with a single group of students. By working together with the same class, teachers can observe and critique each other‘s teaching and assessing pedagogy, supporting each other to enhance the learning outcomes of students. Collaboration is the key to team teaching. It is an interactive process that enables teachers with diverse expertise to support each other to improve practice whist providing quality education to students with range of academic and social needs. Why does team teaching matter in academic achievement and retention of students in general metalwork? Academic achievement of student is very crucial and vital in team teaching because from the students‘ evaluation, their results will tells how effective team teaching reflected on their academic achievement. Teachers provide substantive instruction to all students on a daily consistent basis. Neither is considered the main teacher of the class; they are equals‘(Murawski & Dieker, 2008). The intention of team teaching has been to meet the needs of all students‘ academic achievement and to ensure all students reach their potential (Ablye-Taylor, 2014). There are essential requirements that are required to benefit from team teaching; energy and an uplifting demeanor are crucial. Researchers have stated that team teaching is producing positive impact upon the performance of the students in technicalcolleges, (Syh-Jong, 2006). Instructors in different domains, for example, Fabrication andWelding, Foundry and Forging, Sheet metal, and Machining have likewise noted the focal point of team instructing the students. Student Retention has become a challenging problem for the academic community; therefore effecting measures for students ‘retention must be implemented in order to increase the retention of qualified students at institution of technical colleges and in higher learning. This research suggests that teachers, students, and teaching strategies or method and instructional resources play a vital role in improving student retention, for instance, institutional administrator can help students stay in school by providing them with the appropriate funding, academic support services and the availability of physical facilities in addition to the effective management of multiculturalism and diversity on campus. Faculty members can help to maintain a positive learning environment for students by using multimedia technology and innovative instructional techniques such as cooperative and collaborative learning in the classroom.
According to Bailey (1974) Geography is the science of present day distribution of phenomena of the surface of the earth. He notes that the discipline of geography is concerned with ideas and spatial relationship between surface phenomena. Geography, in secondary schools in Nigeria, is recognized for it belongs to the sciences, arts and liberal studies. This is indicated by the clusters it belongs to for admissions in the universities and other tertiary institutions (JAB, 2011). Geography is also used to admit students into science based courses as well as arts and liberal courses. Students were expected to know all the aspect equally for them to achieve the aims and goals of the subject. By knowing the differences of all this aspect in geography, with skills, experience and teaching strategy peculiar for each sector there will not be questions on how team teaching is very vital and crucial in geography for effective teaching and learning, academic achievement and retention of students that found themselves in geography classroom
A mastery of geography subject is highly desirable, yet its teaching and learning is beseeched by a myriad of problems at the secondary school level (Kolawale 1998) which has greatly affected the young school leavers in their zeal to study courses related to geography. And there are reasons why they are so. Some of the reasons why Nigerian students perform poorly in geography are;
- Most of the teachers are unqualified thereby resulting to ineffective teaching (Ekwueme 2014; Obodo, 2004; Ousman, 2013 and Projectstoc, 2014)
- There are shortages of qualified teachers which result in poor teaching in the area of secondary schools and consequently achievements of the students on the subjects leading to the production of another generation of poor students who will in turn teach the subject poorly tomorrow (Obodo, 2004)
- Most teachers do not frequently employ modern instructional strategy in their lessons (Okpara, 2010; Peter, 2012 and Aduwa-Ogiegbaen and Iyamu, 2014).
- There may be unavailability of relevant instructional materials that teachers can lay their hands on to make learning real.
- The qualified teachers are poorly remunerated and as such are frustrated on the teaching job resulting to their not putting in their best. geography for example is one of the subjects offered in the secondary schools. Consequently, teachers have to attend to all the students by marking their numerous assignments, tests and examinations. Hence for effective team teaching to be applied and succeeded in geography both human and material resources are very important for students ‘academic achievement and retention. Because in each aspect of geography in secondary school there is need of different expert, professional, skills developer to work together as team in teaching students for effective academic achievement and retention for the benefit of education and to meet the aims and objectives for the establishment of secondary school in Bosso local government of Niger state and Nigeria as a nation.