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Editor’s Note
: Team teaching has forms and definitions that range from tandem-teaching through collaboration to carefully planned and integrated activities. Team teaching at it best is a rich and satisfying experience for teachers and students where more learning takes place than in a single-teacher classroom.

Effect of Team Teaching on the Academic Achievement of Students in Introductory Technology

R. Uwameiye, Rukayat Abimbola Ojikutu


This study examined the effect of team teaching on the academic achievement of students in introductory technology. Two secondary schools were randomly selected for this study. The instrument used for data collection was the Introductory Technology Achievement Test (ITAT) which contains 50 multiple-choice items. The result of this study showed that there is a significant difference between the mean posttest achievement of students taught using team teaching and those taught in a conventional single-teacher classroom.

Background to the Study

According to Uwameiye (1993), introductory technology helps students at the junior secondary school to explore the world of work, make intelligent career choices, and develop informed patterns of consumption. In this study, introductory technology did not in any way provide training for specific occupations or develop such competencies. Introductory technology exposes students at the junior secondary school (J.S.S) level to technology through exploratory activities. This helps to develop good attitudes in the students towards technology and the industry. Thus the introduction of introductory technology at the junior secondary school in Nigeria supports achievement of Nigeria’s quest to build individuals who will:

  • adjust to the changing environment;

  • deal with forces which influence the future and

  • participate in controlling his/her own destiny.

Introductory technology is one of the pre-vocational subjects at the junior secondary school level in Nigeria. Uwameiye and Onyewadume (1999) stated that pre-vocational subjects provide students with a process of orientation in production and consumption through experiences in planning, producing, testing, servicing and evaluating types of consumer and industrial goods. The researchers explain further that, through the exposure of students to pre-vocational subjects, students develop a broader understanding of industrial processes as they explore their individual interests and develop aptitudes. In introductory technology, students at J.S.S level are exposed to various opportunities available in the world of work and are thus oriented, in many occupational areas, to see the need for school continuity at the senior secondary school level and beyond. Introductory technology gives students the opportunity to apply principles of planning and design, construction techniques, and scientific principles, to the solution of problems.

In order to reduce ignorance about technology and lay a solid foundation for true national development, introductory technology is offered in the J.S.S. as a key subject like mathematics and science. The Federal Ministry of Education, Science and Technology (1985) stated the three main objectives of Introductory Technology, to:

  1. provide pre-vocational orientation for further training in technology;

  2. provide basic technological literacy for everyday living; and

  3. stimulate creativity.

The achievement of these objectives will in no small way help to transform Nigeria into a technologically developed country. To achieve this goal, teaching of this subject must be predicated on teaching that seeks to make the learning of Introductory Technology functional.

Teaching can be defined as the action of a person imparting skill, knowledge or giving instruction, or the job of a person who teaches. Clark and Starr (1986) defined teaching as an attempt to assist students in acquiring or changing some skill, knowledge, ideal, attitude or appreciation. Teaching is a challenge that requires long hours of work and preparation. It is a continuous, cyclic process involving three phases:

  1. pre-teaching during which the teacher plans what to teach and prepares or collects the materials to be used for teaching;

  2. classroom interaction, during which there is purposeful interaction between the materials, the subject–matter, the learner and the teacher; and

  3. post-teaching during which the teacher reflects on the task just completed and feeds back his observation into planning the next lesson. This process continues ad infinitum (Obanya, 1980).

All teaching is carried out for a purpose - to generate learning in students in order to produce educated persons. According to Oyedeji (1998), the two basic types of instructional methodology are the teacher-centered, and student-centered. Teacher-centered instructional approaches are more traditional and didactic. Students acquire knowledge by listening to the teacher, by reading a textbook, or both. In such an approach, the student is a passive recipient of information. In contrast, student-centered approaches to instruction provide a learning environment that invites students to actively participate in, and help to shape, their own learning experiences. Either of the two instructional approaches can be used effectively to bring about learning. This though depends on the ingenuity of the teachers. Examples of teacher-centered approaches include lecture, Socratic (questioning), team-teaching, and demonstration; while examples of student-centered approaches are discussion, debate, project, role-playing, discovery, inquiry, simulations, individualized and independent study. Ndagana and Onifade (2000) considered no method as being the best for every teaching situation. However, they added that a carefully designed teaching method can make wonders in making learning effective. Ndagana et al (2000) stated that “the success in the use of the method depends on an intelligent analysis of the educational purpose, the pupils in the class, the curriculum content of the moment or the type of subject matter being taught”.

Teaching methods therefore can be defined as the method in which a teacher delivers his/her subject matter to students, based on pre-determined instructional objectives, in order to promote learning in the students. There have been vigorous searches for strategies to improve the quality of instruction in schools and subsequent student learning in place of the traditional one (conventional method).

Conventional method is a traditional method of teaching where the teacher transmits information (subject matter content) verbally to his/her students, sometimes writing on the blackboard or using instructional materials. The students listen and take notes of facts and ideas that are considered important and also sometimes asking the teacher questions for clarification.

On the other hand, team teaching involves harnessing of benefits of co-operation efforts among teachers. Quinn and Kanter (1984) reported that team teaching is simple team work between two or more qualified instructors who together make presentations to an audience. Welch, Brownell and Seridan (1999) described team teaching as a restructuring of teaching procedures in which two or more educators who possess distinct sest of skills, work in a co-active and co-ordinate fashion to jointly teach academically and behaviorally heterogeneous groups of students in an educationally integrated classroom setting.

Ajayi, Ajibade and Aniemeka (2002) reported that team-teaching involves a number of instructors (four or five) who shares the same subject matter area, and actively engaged in all aspects of course development from sequencing of topics in a unit plan or scheme of work and lesson plan, generation of learning activities and development of appropriate evaluation instrument. They also went further to explain that in team-teaching the topics or units and other expected activities are divided equitably so that when a member is not teaching, the time taken off teaching could be spent on evaluation, grading, production of instructional materials and assisting whoever is teaching by observing his presentation or supporting the practical exercises, as demonstrators in small group settings.

According to these authors, they suggested that an obvious advantage of team-teaching is the economy of time, space and the rich variety of experiences to which the learners are exposed to, and also shared by the team-teaching members. Considering the advantages of team teaching, this study is undertaken to investigate the effect of team teaching on students’ academic achievement in introductory technology


Research Design

The study employed quasi-experimental research design of pre-test, post-test control group. The effects of two strategies (team teaching and conventional) on the academic achievement were examined. The design was specific with non-randomized control group and non-equivalent groups. This was   because the subjects were taken as intact groups composed of mixed of low and high achievers.

Population and Sample for this Study

The population for this study consisted of J.S.S II students in Abeokuta South Local Government Area in Ogun State of Nigeria. Purposive sampling technique was adopted and used to select schools for the study. Out of the existing 24 public secondary schools in Abeokuta South Local Government Area, two of them were randomly selected for this study using the table of random numbers. The subjects were intact group from the selected schools. Chosen schools were randomly assigned to experimental and control group while students in the sample schools remained in their in-tact classes.


The only instrument used for data collection was “Introductory Technology Achievement Test (ITAT)”. ITAT contains 50 multiple choice items. The topics which were chosen were taught using team-teaching shared by five introductory technology teachers. During the teaching of these topics in the classroom, one teacher taught at a time while the others stayed in the class to observe and give support where necessary. After each lesson, these teachers came together to critique the lesson for innovations towards next lesson.

Validity of Research Instrument

The instrument was validated by introductory technology teachers in the schools within the target population. Their criticisms and recommendations were affected to produce a final draft. The table of specification can be seen in Appendix I.

Item Analysis

The item analysis was conducted using a pilot group of 40 students drawn from the target population but were not used for the study. The purpose of the item analysis was to standardize the test items. Through the item analysis, the difficulty index and discrimination index of the items were computed.

Selection of Items

In the selection of items for the Introductory Technology Achievement Test (ITAT) instrument the following conditions were considered.

1.      any item whose difficulty index falls between the range of 30 and 80 were used.

2.      any item with negative discrimination index were removed and were not used.

On the whole 30 items (Appendix II) were finally selected into the ITAT.

Reliability for the Study

The reliability for the study was carried out using the split-half method. The instrument was administered to the same group of respondents twice after an interval of two weeks to ascertain the reliability co-efficient of the instrument using Kuder Richardson’s formula 20. A reliability coefficient of r = 0.71 was obtained

Procedure for Data Collection

Permission was sought form the principals of the selected schools to allow their schools to be used for the study. The teachers in the experimental group were subjected to training on how to effectively teach the students on team-teaching method. Five introductory technology teachers made up the team teachers, while a one teacher was used for the control class. Each of the control (Conventional group) and experimental group (team teaching group) was taught for six weeks. In the control group, a trained introductory technology teacher exposed the students to the usual conventional method of teaching where he/she did the talking all alone. At the end of each class, the teachers in experimental group held a meeting to critique the teaching. At the end of the six weeks the Introductory Technology Achievement Test (ITAT) was administered as a post-test to the students in the two groups.

Data Analysis

The collected data were analyzed using mean, standard deviation and t-test.


Research Question 1: Is there a significant difference in the students’ pretest mean achievement score and posttest mean achievement score in the experimental and control groups in Introductory Technology?

Hypothesis 1: There is no significant difference in the students’ pretest mean achievement score and posttest mean achievement score in the experimental and control groups in Introductory Technology.

Table 1
Pretest, Posttest Mean Achievement Score of Students Taught
with Team Teaching Method and Conventional Method?







































* Significant

Table 1 shows a calculated t-value of 171.23 for experimental group pretest, posttest mean achievement scores as against 1.96 criterion value and the control group calculated t-value was 138.71 as against 1.96 criterion t-value at .05 significant level, to reject the hypothesis of no significant difference in pretest and posttest mean achievement scores of students taught with team teaching method and conventional method. The difference in pretest, posttest performance scores shows that the result was not due to chance, but to the treatments given.

Posttest Mean Achievement of Students

Research Question 2: Is there a significant difference in mean posttest achievement scores of students taught with conventional method of instruction and team teaching method in Introductory Technology?

Hypothesis 2:  There is no significant difference in mean posttest achievement scores of students taught with the conventional method of instruction and team teaching method of instruction in Introductory Technology classes.

Table 2

Mean Achievement Scores of Student Taught with
Team Teaching Method and Conventional Method









Team Teaching Method






Control Group

Conventional Method






* Significant, P < .05

Table 2 indicates a calculated t-test value of 169.70 while the critical t-value is 1.96 at .05 level of significance to reject the hypothesis of no difference in the mean posttest achievement scores of the experimental group taught with team teaching method and the posttest achievement scores of control group taught with the conventional method. This shows a difference in the mean performance scores of students taught with the team teaching method and the students taught with conventional method of instruction, in favour of .students taught under the team teaching method of instruction.

Discussions of the Findings

Tables 1, 2, 3, and 4 show the descriptive and inferential statistics on the study. The mean achievement scores are descriptive or representative scores of the group or variables they represent while the t-test provides premise for making inference or deductions on their relevant tested hypotheses. This result indicates that the different treatments given to the experimental and control groups affected positive changes on the students mean achievement scores in posttest introductory technology achievement test.

Table 2 shows that there is a significant difference between the mean posttest achievement score of students’ taught using team teaching and those taught using conventional method. The result reveals that team teaching instructional method is more effective than the conventional method as regards the academic achievement.

One of the possible reasons for this is that team teaching is a co-operative system of instruction where two or more teachers team together to share the same subject matter area but teach independently. This finding is in line with Karin (2000), who stated that team teaching is used in increasing the students’ level of understanding and retention, in addition to enabling the students to obtain higher achievement. He/she further reported that as a result of the team teaching, the students received more individualized attention from more experienced teachers. The cooperation of students observed between the team teachers serves as a model for teaching students positive teamwork skills and attitudes. Unlike the conventional method of teaching which does not permit active participation of learners, and it is largely unsuited to the teaching skills, which requires constant practice.

Conclusion and Recommendations

This study has shown that team teaching is effective and has a positive impact on students’ academic achievement in introductory technology. Based on findings of this study, this researcher recommends:

  1. Team teaching instructional method should be adopted by technology teachers to teach concepts in introductory technology and ensure that the best of the teachers in the cooperative effort of team teaching method of instruction is utilized towards the teaching of introductory technology.

  2. Introductory technology teachers should use more practical and hands-on instructional strategies to teach introductory technology.


Ajayi, K., Ajibade, E.S. & Aniemeka, N.E (2002). Teaching and administering in the Nigerian educational system. Abeukuta: Research and Publications Committee, Federal College of Education

Clark, L.H. & Starr, L.S. (1986). Secondary and middle school teaching methods. New York: Macmillan

Federal Republic of Nigeria(1985). National curriculum for Junior secondary school Vol 2 ( Pre-Vocational Introductory Technology). Ibadan: Heinemann Educational Books (Nig.) Limited.

Karin, G. (2000).Perspectives on team-teaching: a semester 1 independent inquiry. A Peer Reviewed Journal, 1(1)

Ndagana, J.M. & Onifade, S. (2000). Strategies for Motivating students in introductory technology in Nigerian junior secondary schools: the case of Obokun Local Government Area, Osun State. Nigeria Journal of Education and Technology (1).169-179

Obanya, P. (1980). General Methods of Teaching. Lagos: Macmillan Publishers Ltd.

Oyedeji, O.A. (1998). Teaching for innovation. Ibadan: Lade-Oye Publishers, Ibadan

Quinn, S.& Kantes, S. (1984). Team teaching: an alternative to lecture fatigue. (JC 850 005) Paper in an abstract: Innovation Abstracts (Eric Document Reproductive Service No. ED 251 159)

Uwameiye, R. (1993). Some factors militating against the effective teaching of introductory technology in Bendel State schools. International Journal of Educational Research, 5

Uwameiye, R & Onyewadume, M.A. (1999). Workvisits in the South Western Nigeria Junior Secondary Schools: A Neglected Challenge? Journal of Vocational Education and Training. 51. 4. 573-587.

Welch, M., Brownell, K. & Sheridan, S, M. (1999). What’s the score and game plan on teaming in schools? A review of the literature on team teaching on school-based problem-solving teams. Remedial and Special Education. 20. 1. 36-50.

About the Authors

Dr. R Uwameiye is a Senior Lecturer in Vocational and Technical Education at the University of Benin, Benin City, Nigeria.
Email: manoj.killedar@gmail.com  Web Site: http://www.ycmou.com/

Miss Rukayat Abimbola Ojikutu is a postgraduate student in the Department of Vocational and Technical Education, University of Benin, Benin City.


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