Effect of a Team Approach in Achieving the Objectives of an Introductory Course in Education

Abstract

The purpose of this study was to compare the achievement scores of students enrolled in an introductory course in education when taught by a team of instructors with achievement scores of similar students taught in traditionally arranged classes. Also, an effort was made to determine if a student's decision to become a teacher would be affected more by a team approach or the traditional approach. The data indicated that students taught by the team achieved significantly higher on a standardized education examination than students taught in tra ditionally arranged classes with one instructor. The data also revealed that the teaching approach used was not a significant factor in influencing the student's decision to become a teacher.