EXPERIMENTAL STUDY OF TEAMTEACHING AT FEDERAL GOVERNMENT SECONDARY SCHOOL LEVEL AT KHYBERPUKHTUNKHWA

Abstract

In this study, the effect of team teaching on academic achievement of English and Chemistry at secondary level in Khyber Pakhtunkhwa (KP), Pakistan was investigated. The design of the research conducted was quantitative experimental research design including pre-test post-test nonequivalent control group. The purpose of the study to determine if team teaching results in greater academic achievement than traditional teaching. There were 60 Grade 10 students with half in the experimental group (n=30) and half in the control group (n=30). The experimental group was taught by team teaching method and the control group was taught by the traditional method.The team teaching method was adopted in the experimental group, and the traditional method was adopted in the control group. The intervention period lasted for four weeks with selected topics from English and Chemistry. Academic achievement was measured by the pre- and post-tests for both groups. Descriptive and inferential statistics such as independent samples t-test and paired samples t-test were used to analyze the data. The results revealed that there were significant differences in academic achievement scores between the pre-test and the post-test in both subjects for the experimental group with large effect sizes. This is because the control and experimental groups were not completely matched at the outset, which reduces the extent to which causal inferences can be drawn in between-group comparisons. However, the findings indicated that, when compared with traditional instruction the students' learning outcomes were facilitated by the team teaching. Collaborative teaching practices can boost students' achievement through raising the quality of teaching and class room engagement, the research results show. Randomized designs or ANOVA should be used to further strengthen causal inference, as recommended.