Effects of Team Teaching and Lecture Method on the Retention of Physics Students in Secondary Schools in Delta State

Abstract

This study investigated the effects of 5E-guided inquiry, team teaching, and lecture methods on physics students’ retention in Delta State. To guide the study, two research questions and two hypotheses were raised and tested at a 0.05 level of significance. The study used the quasi-experimental non-randomized pre-test, post-test, and delayed post-test planned variation group design. The population consisted of all mixed public secondary school (SS2) Physics students in Delta State with a population of 476 secondary schools and 31,711 SS2 students. A sample of six (6) secondary schools and 326 students were used for the study. The six (6) schools used for the study were selected using a stratified random sampling technique. The Physics Achievement Test (PAT) was used for data collection. Mean and Standard Deviation were used in answering all the research questions, and collected data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results obtained indicated that students taught with the team-teaching method performed better than those taught using the 5E-guided inquiry and lecture method. Furthermore, the result showed that there is no significant effect of interaction between sex and method on the retention of physics students. Based on these findings, it was concluded that students taught with the team-teaching method achieved significantly better than students taught with the 5E-guided inquiry method and lecture method. Results from the study led to many recommendations, that teachers should expose physics students to team teaching methods so as to promote effective and active learning among students.