Effectiveness Of Team Teaching Research Articles

The Effectiveness of Team Teaching in Improving Reading Skill among Thai EFL Undergraduates and Their Attitudes toward this Strategy

In the context of the learning process, team-teaching has been found to be a successful and pleasurable pedagogical strategy, particularly in improving reading proficiency. The primary objective of this study was to examine the efficacy of employing the team-teaching technique in enhancing the reading skill of English as a Foreign Language (EFL) students. The study also sought to assess the potential impact of using the team-teaching technique on the English language reading skill of Thai EFL students. Additionally, it attempted to explore the attitudes of these students towards the utilization of team-teaching in their educational setting. The study used a quasi-experimental methodology to look into how team-teaching instruction affects students' ability to improve their reading skill. The descriptive research design was employed to elucidate the attitudes of the students. The sample for this study consisted of undergraduate students who were enrolled in an English Reading and Writing course. A total of 150 students participated in this study, and they were randomly assigned to two groups. The control group consisted of 70 students while the experimental group comprised the remaining 80 students. Two instruments were constructed in order to accomplish the objectives of the study. The assessment tools utilized in this study included a reading passage and a questionnaire. At a significance threshold of α = 0.05, the study's results showed that there were statistically significant differences, favouring the experimental group in the post-test, when compared between the control and experimental groups. The findings of the study also indicated the presence of statistically significant differences, with a significance level of α=0.05. Based on the findings of the questionnaire, the majority of students expressed a preference for utilizing the team-teaching technique as a means of studying. This approach was favoured due to its facilitation of knowledge exchange between students and instructors, as well as its ability to foster mutual respect for differing perspectives among students. The results of the study have significant ramifications for English teachers who use collaborative instruction.

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

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.

The Effectiveness of Buckroyd’s Group-Based Therapeutic Approach on Increasing Efficiency Life Style and Improving Body Self-Image

Background: Group teaching can create empathy in teaching sessions. Therefore the objective of the present study was to investigate the effectiveness of team teaching based on Buckroyd’s Method on lifestyle, self-efficacy and body image structure of the women with obesity in the city of Isfahan. Methods: This study was quasi-experimental with pretest, posttest and control group and follow-up. The statistical population of the study included all people with obesity referring to clinics in the city of Isfahan from whom 30 women with obesity were selected through purposive sampling from Sepahan Health clinic in 2014 and then they were put into two groups of fifteen (experimental and control). A therapeutic intervention based on Buckroyd Method was administered on the experimental group during 16 two-hour sessions twice a week. The measurement instruments in this study were BMI scale, demographic information form, life style self-efficacy questionnaire and body image questionnaire. Descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures variance) were used to test the hypotheses using SPSS software (version 23) at 0.05 level of error. Results: The results showed that team teaching based on Buckroyd Method has been effective on the increase of life style self-efficacy (p < 0.001) and the improvement of body image (p < 0.001) as the mean score of life style self-efficacy and body image structure have increased after team teaching at the post-test stage and it could maintain this increase in time (follow-up stage). Conclusion: Buckroyd Method can be employed in the increase of life style self-efficacy and body image structure in the obese women.

The Effectiveness of Buckroyd’s Group-Based Therapeutic Approach on Increasing Efficiency Life Style and Improving Body Self-Image

Background: Group teaching can create empathy in teaching sessions. Therefore the objective of the present study was to investigate the effectiveness of team teaching based on Buckroyd’s Method on lifestyle, self-efficacy and body image structure of the women with obesity in the city of Isfahan.
 Methods: This study was quasi-experimental with pretest, posttest and control group and follow-up. The statistical population of the study included all people with obesity referring to clinics in the city of Isfahan from whom 30 women with obesity were selected through purposive sampling from Sepahan Health clinic in 2014 and then they were put into two groups of fifteen (experimental and control). A therapeutic intervention based on Buckroyd Method was administered on the experimental group during 16 two-hour sessions twice a week. The measurement instruments in this study were BMI scale, demographic information form, life style self-efficacy questionnaire and body image questionnaire. Descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures variance) were used to test the hypotheses using SPSS software (version 23) at 0.05 level of error.
 Results: The results showed that team teaching based on Buckroyd Method has been effective on the increase of life style self-efficacy (p < 0.001) and the improvement of body image (p < 0.001) as the mean score of life style self-efficacy and body image structure have increased after team teaching at the post-test stage and it could maintain this increase in time (follow-up stage).
 Conclusion: Buckroyd Method can be employed in the increase of life style self-efficacy and body image structure in the obese women.

Effectiveness of team teaching in biochemistry lectures for undergraduate students.

Team teaching is an innovative method to engage the large group and make lectures more interesting. The aim of the study is to evaluate the impact of team teaching in first year biochemistry lecture classes. After obtaining ethical clearance, 150 first year medical undergraduate students participated in the study on a voluntary basis. Topic identified for team teaching was "Protein biosynthesis" in Biochemistry, which was designed to be carried out in 5 h of lecture by three teachers. At the end of the team teaching module and traditional lectures, a structured anonymous feedback was obtained from the students. At the end of each class, students' understanding of the lecture was assessed by an MCQ test comprising 5-6 items, which mainly tested the recollection and understanding levels of Bloom's taxonomy. This was compared with traditional lectures. The mean MCQ test score was significantly higher for team teaching when compared to traditional teaching. The students had increased attention span and were able to answer questions from later part of the class in team lectures. The students had reported that lectures taught by team were more interesting and informative. They also felt that the team was more receptive to the doubts raised, stimulated discussion on the topic and had a better rapport with the class.

The Effectiveness of Team Teaching and Blended Learning Strategies in Speaking Class to Students with Different Personalities

The aim of this research is to investigate how effective was the Team-teaching strategy and Blended learning to teach speaking to students with different personality types. This paper showed the result of experimental research on speaking skills to the introvert and extrovert students at Airlines Business Career Semarang. A 2x2 factorial design of experimental research was used to collect the data from 52 students which was divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: Team-teaching and Blended learning strategies. In the Team-teaching class, there are two teachers taught in one class. Meanwhile, in Blended learning class, the teacher blended the face-to-face meeting and also the online meeting. The instrument of this research was observation checklist, questionnaire, pre-test, and post-test. The data was analyzed using ANOVA to prove the hypotheses. The result showed that Team-teaching was more effective to teach speaking to the students with introvert and extrovert personality. Based on the analysis of ANOVA there were no interaction among team teaching and blended learning strategies, students’ personality, and speaking skill

The Effectiveness of Team Teaching in Improving Students’ Reading Skills

The Effectiveness of Team Teaching in Improving Students’ Reading Skills

대학 신입생 대상 전략교양 교과 콘텐츠의 팀티칭 운영 효과 -지역대학(중등특수교육과) 사례를 중심으로-

대학 신입생 대상 전략교양 교과 콘텐츠의 팀티칭 운영 효과 -지역대학(중등특수교육과) 사례를 중심으로-

IMPLEMENTASI TEAM-TEACHING DALAM PEMBELAJARAN PENDIDIKAN KEPENDUDUKAN DAN LINGKUNGAN HIDUP YANG TERINTEGRASI

Abstract So far, the teaching of environment and Population Education at high school has not been effective yet. The purpose of this study was to find out the effectiveness of team teaching that wasintegrated in all relevant subject matters of Environment and Population Education. This study was conducted within a pretest-posttest with nonrandom control group and experimental design. The subject consisted of 77 students as the experimental group and 64 students as the control group. The analysis on the gain scores reveal hat the team teaching is significantly more effective than the traditional teaching(p0.05). Keywords: team teaching, integrated approach, environment and population education

THE IMPLEMENTATION OF ENGLISH TEAM TEACHING AT A SENIOR HIGH SCHOOL IN MALANG

This descriptive-qualitative case study was conducted to describe the implementation of English team teaching at SMA Negeri (Senior High School) 2 Malang in terms of the objectives, the shared responsibilities among teachers, perceptions of the teachers and students, and factors influencing the implementation. Four English teachers and 106 students of Year 10 and Year 11, selected using a purposive random sampling technique, were involved. The data were collected through interviews and questionnaire. The findings show that the reasons for implementing team teaching were the adequate number of English teachers, empowerment in the subject they taught, and forming bonds among teachers and students. Different types of shared responsibilities were found among the teachers. Additionally, both the teachers and the students had positive perceptions concerning the effectiveness of team teaching. Instead of having difficulties, all the teachers saw the existence of supporting factors in their implementing team teaching.

Research on the effects of team teaching upon two secondary school teachers

Background The implementation of the nine-year integrated curriculum in the primary and secondary schools of Taiwan represented, in practice, a great change to the nature of school teaching. This was mainly due to the fact that the new scheme for the curriculum required teachers to collaborate with one another, when they had been teaching students independently for most of their teaching career. Purpose The purpose of this research was to study the effects of team teaching upon two 8th-grade teachers in the field of mathematics. The specific research question was student performance and teacher perceptions concerning team teaching. Programme description Team teaching involves two or more teachers whose primary concern is the sharing of teaching experiences in the classroom, and co-generative dialoguing with each other. They take collective responsibility for maximizing learning to teach, or becoming better at teaching, while providing enhanced opportunities for their students to learn. Sample The subjects of this experiment were chosen from the 8th-graders of a secondary school in Taoyuan County, Taiwan. Two certified maths teachers and four classes participated in this study. One each of the teachers' two classes was selected to be the experimental group (63 pupils), and the remaining two classes (61 pupils) were the control group. The students' original placement was performed by the school according to a normal ‘S’ distribution. Design and methods The researcher made use of a quasi-experimental method, assigning the four sampled classes to experimental group and control group. This study was a two-stage team teaching experiment, dividing the 12-week period into two equal halves. The main research method was a combination of quantitative and qualitative analysis. The research data included student scores, questionnaires, teachers' self-reflection, video taped records of teaching performances and the researcher's interviews with teachers. Results The research findings showed that the average final exam scores of students receiving team teaching were higher than those of students receiving traditional teaching. The two teaching methods showed significant difference in respect of students' achievement. More than half of the experimental students preferred team teaching to traditional teaching. The discrepancy between team teachers' expectations of team teaching and its implementation was apparent. The differences in the teaching strategy also exposed team teachers to challenge and being compared with each other by students in class. Besides, the team teachers had been unprepared for this comparison, especially in regard to class management. The implementation of team teaching, however, did not win the support of the school administration, which impeded teachers in holding team meetings and caused students doubts regarding team teaching. Conclusions Since the research concentrated on a single subject, the implementation of team teaching in the field of interdisciplinary courses is needed. The key to this lies with teachers, who are required to do this actively; otherwise, educational reform will not achieve its goals.

Using Regional School Networks to Orchestrate Reform in California Middle Grades

This article describes the model used for implementing middle grade reform in California public schools and research evaluating the model. The model involved assigning clusters of 8 to 12 schools to 10 regional networks. Its underlying premise is that reform will be enhanced if schools are affiliated in networks with mutually supportive schools to provide ideas and problem-solving assistance. A regional network typically consisted of schools from multiple districts that were located in relatively close geographic proximity. Results of a 3-year evaluation that began when the model was implemented indicated that most educators, when supported by colleagues in their regional network, implemented multiple reforms. In particular, interdisciplinary teams (of teachers) were widely implemented, and the positive effects of team teaching were found to facilitate reforms in curriculum, instructional practices, and programs for at-risk students. Efforts to implement advisory programs were less successful. In all part...

Team Teaching, Student Achievement, and Attitudes

This study examined the effects of team teaching on selected attitudes and achievement of ninth grade students in English and World History after 1 year. Seventy-four ninth grade students from a local school were randomly assigned to a team teaching treatment group while the remaining seventy-one members of the freshman class received traditional instruction in three separate classrooms. A teacher constructed test was employed to measure achievement in subject matter, and a personality inventory was used to measure changes in selected attitudes. The findings indicated that the team teaching approach did not appear to complement academic growth over traditional teaching methods but it did have a significant impact on student attitudes toward teachers, interest in subject matter, sense of personal freedom, and self-reliance.

An Analysis of the Effectiveness of Team Teaching Compared to Traditional Teaching of Health to High School Sophomore Students

Abstract This study compared the effectiveness of team teaching and traditional teaching methods in increasing the health knowledge of 114 sophomore high school health students. To determine the difference between the methods, the following groups were analyzed: (a) girls and boys combined, (b) girls separately, (c) boys separately, (d) girls and boys of superior mental abilities, (e) girls and boys of average mental abilities, and (f) girls and boys of below-average mental abilities. All students participating in the study were given the Shaw Health Knowledge Test as a pretest and final test. Although the groups taught by the team-teaching method showed a greater increase in health knowledge than those taught by the traditional method, only the students of superior mental ability taught by the team-teaching method showed a statistically significant gain according to an analysis of variance.