Effects of Experimentation and Team-Teaching Strategies on Secondary School Students Academic Achievement in Basic Science and Technology in Delta State

Ejechi; Donatus Chukwuka; Prof. Umunadi; Ejiwoke Kennedy

doi:10.56201/rjpst.vol.9.no9.2026.pg88.98

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Effects of Experimentation and Team-Teaching Strategies on Secondary School Students Academic Achievement in Basic Science and Technology in Delta State

Ejechi, Donatus Chukwuka, Prof. Umunadi, Ejiwoke Kennedy

Abstract

The study investigated the effects of experimentation, team teaching strategies and lecture methods on secondary school student’s academic achievement in basic science and technology in Delta State. This study employed pre-test, post-test and non-equivalent control group quasi-experimental design. The population comprises of 4451 JS II students offering basic science and technology in public secondary schools across three senatorial districts in Delta State (Delta North, Delta Central and Delta South). The research sample consisted of 381 JS II students offering basic science and technology from the six public secondary schools selected from three senatorial districts. The data collection instrument employed was the Basic Science and Technology Achievement Test . The validity of BSTAT was confirmed by three experts. A Kuder- Richardson 21 test was employed to assess the reliability of the BSTAT. The obtained reliability coefficient value was 0.89. prior to and following treatment, the BSTAT was administered as both pretest and posttest. Analysis of the gathered data was conducted using mean, standard deviation, Independent samples t-test, Anova and Ancova. Significantly different mean achievement levels were seen among students who received instruction in fundamental science and technology through experimentation, team teaching strategies and lecture methods. According to Scheffe’s post-hoc test, the direction of significance shifts from the experimentation to the team-teaching strategies and lecture methods, respectively. According to the study’s findings, experimentation, team teaching strategies and lecture methods can all help students retain basic science and technologies and also accomplish better academically. However, experimentation, was shown to be the most successful, followed by team teaching strategies. The study comes to another conclusion once more: when the interaction effect between instructional method and gender on academic achievement was not significant. This indicates that both male and female students benefited similarly from the instructional methods. The effectiveness of team teaching and experimental strategies was not dependent on gender. In order to increase students’ active participation and interaction during instruction, Teachers of Basic Science and Technology should employ more interactive, experimental, and collaborative strategies to promote deeper understanding and retention among students. This recommendation is based on the study’s findings.

Keywords

ExperimentationTeam Teaching StrategiesLecture MethodAcademic Achievement

References

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Effects of Experimentation and Team-Teaching Strategies on Secondary School Students Academic Achievement in Basic Science and Technology in Delta State

Abstract

Keywords

References

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