Evaluation of the Effectiveness of Team Learning Strategy in the Study of Nomenclature of Organic Compounds among NCE Students
Keywords:
Effectiveness, Team Learning, Academic Performance
Abstract
The purpose of this study was to evaluate the effectiveness of team learning strategy in the study of nomenclature of organic compounds among NCE I students. Research objectives, research questions and hypothesis were formulated to guide the researcher in the conduct of the research work. The study used a sample of 20 students out of the population of NCE l chemistry students. The twenty students were randomly placed into experimental and control groups. Experimental-control design was adopted for the study. A pre-test administered to the groups established their equivalent ability. The subjects in the experimental group were treated using team learning strategy and control group was treated using individualistic method for a period of four weeks. The instrument used for data collection was chemistry Achievement Test (CAT) to measure the students’ achievement in chemistry. Independent sample t-test was used to test the hypothesis using SPSS package at 0.05 level of significance. From the T-test result, the probability value (P>0.05) was observed which means there is no significant difference in academic performance among NCE I Students who adopted team learning strategy and those who learned individually. Based on the findings of this research it was recommended that Chemistry teachers in colleges of education in Nigeria should not consider using team learning strategy for teaching as a way of enhancing better understanding of the subject.
References
1. Aderogba, A. A., Olatoye, R. A., &Aanu, E. M. (2011). Effect of cooperative and individualized teaching methods on senior secondary school students’ achievement in organic chemistry. Pacific Journal of Science and Technology. 12(2), 310-319. Retrieved February 5, 2012 from htt://www.akamaiuniversity.us/pjsT.hltm.
2. Anaekwa, H. (2006) advantage of team learning in cooperative and work-integrated education. Educational Research. 64, (1), 1-35.
3. Arend, L (1991). Models of team learning.Baltimore, US :Brookes press.
4. David, W & Roger, J (2001). Team learning. Eurasian journal of physics and chemistry education , 8(2), 37-48.
5. Fushino, E (2005). Learner Higher mental processes. Cambrid MA:Harvard University press.
6. Fushino, E (2008).“The misunderstood word in science: Towards a technology of perfect understanding for all.”The one hundred and twenty-third (123rd) inaugural lecture. Ilorin: Unilorin Press.
7. Guskey, T. (1990). Cooperative mastery learning strategies. The Elementary School Journal. 91(1) 33-42.
8. Ifeakor, C. (2006). Students achievement may/june SSCE 1994 to 2004 published (pp.116, 140-184) Lagos.
9. John,K.K, Barchok, H.K & Ng'eno, J.K (2014). Team learning strategy, constructivist based learning. A critical review innovations in education and teaching, 36(4),351-360.
10. Johnson,D.W, Johnson,R.T & Holubec, E.J (2013). Team learning approach, implication and quantitative literature review of cooperative learning effects on high school and college chemistry achievement. Journal of Chemical Education, 77(2), 116–119.
11. Johnson, R. T., & Johnson, D. W. (2009). An overview of cooperative learning. In J. Thousand, A. Villa and A. Nevin (Eds), Creativity and collaborative learning. Baltimore, US: Brookes Press..
12. Kagan, S. (1994). Formal team and Group base. kagan online magazine 5(6).
13. Kagan, S (2004) Kagan structures for emotional intelligence. Kangan on line Magazine 4( 4). http://www/kanganononline.com/newsletter/index.htm/.
14. Lefrancois, G.R (1994). Models of team learning.Social behaviour andpersonality, 32(2), 139-146.
15. Liao, T.W. (2005). Social cognitive theory, 15th edition pearson education international.
16. Mari J.S, Abdullahi, S.G.(2015). Effects of Jigsaw model of cooperative learning on self-efficacy and achievement in chemistry among concrete and formal reasoners in Colleges of Education in Nigeria. International Journal of Information and Education Technology, 5,(3), 196-199.
17. Martins-Umeh, N.F. (2009) Co-operative learning approach and sociology. African Research Review , 3(3) 389 – 398.
18. Mbanugo, U.T. (2007) Hints for practical chemistry. Seminar paper for secondary school chemistry teachers, Awka.
19. McLeod, S.A. (2007). Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html.measurement.NsukkaHallaman publishers.
20. NERDC (2007). Senior secondary Education Curriculum Chemistry forSS 1 -3, Abuja.
21. Njoku, C. (2009). Students performance2005 to 2008. Tanke-IIorin:Bamed printers Nigeria limited.
22. Nnoloi, K.S (2011). The place of Nigeria Certificate in Education Chemistry Teachers in UBE Basic Science Program. STAN 54th Annual Conference proceedings. 177-181.
23. NPE (2013). National Policy on Education (4th ed). Lagos Nigeria.
24. Onyejekwe, I.C. (1996). Demerits of team learning. African Research review, 4(3). 399-896.
25. Owen. W.F (1985). Teams Games Tournament (TGT), International journal of Higher education.
26. Piaget. J (1964). Socialcognitive theories. The development ofhigher psychological processes. Cambrid MA:Harvard university press.
27. Priyono, A & Boed, M (2017). Team learning strategy approach. Tjhe elementary school journal. 91(1). 33-42.
28. Sani,U.R,L (2015). effect of team learning strategy for teaching chemistry.unpublished masters degree. Ahmadu Bello University.
29. Slavin, R.E (1985). Team Assisted Individualization (TAI). published ph.D Harvard University.
30. Slavin, R.E (1990). Models of team learning. published ph.D. Disertation oxford university.
31. Slavin, R.E (1995). Theories of team learning.Published ph.D Harvard University.
32. Slavin, R.E (2009). Effects of team learning. A guide to research. Newyork:Garland.
33. Susan, B. (2005). The effects of cooperative learning on learning and engagement. Unpublished master’s degree thesis, Evergreen State College.
34. The West African Examinations Council (Nov./Dec., 2003). Chief Examiners’ Reports (Nigeria) (pp. 116, 130 – 134) Lagos.
35. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambrid MA: Harvard University Press.
36. Warra, A.A. Utono, S.S. Gunu, S.Y. & Babayemi (2009). Factors affecting students’ performance in schools: A case study of Haliru Abdu Senior Arabic Secondary School, Jega, Kebbi State, Nigeria. Holbrook, J. and Eninyeju P. (Eds) lProceedings of African Regional Conference of International Council of Associations for Science Education (Pp. 104 – 111). Ibadan: Oluseyi Press Ltd.
37. Woolfolk, A. (2010). Educational Psychology, 11th Edition Pearson Education International.
2. Anaekwa, H. (2006) advantage of team learning in cooperative and work-integrated education. Educational Research. 64, (1), 1-35.
3. Arend, L (1991). Models of team learning.Baltimore, US :Brookes press.
4. David, W & Roger, J (2001). Team learning. Eurasian journal of physics and chemistry education , 8(2), 37-48.
5. Fushino, E (2005). Learner Higher mental processes. Cambrid MA:Harvard University press.
6. Fushino, E (2008).“The misunderstood word in science: Towards a technology of perfect understanding for all.”The one hundred and twenty-third (123rd) inaugural lecture. Ilorin: Unilorin Press.
7. Guskey, T. (1990). Cooperative mastery learning strategies. The Elementary School Journal. 91(1) 33-42.
8. Ifeakor, C. (2006). Students achievement may/june SSCE 1994 to 2004 published (pp.116, 140-184) Lagos.
9. John,K.K, Barchok, H.K & Ng'eno, J.K (2014). Team learning strategy, constructivist based learning. A critical review innovations in education and teaching, 36(4),351-360.
10. Johnson,D.W, Johnson,R.T & Holubec, E.J (2013). Team learning approach, implication and quantitative literature review of cooperative learning effects on high school and college chemistry achievement. Journal of Chemical Education, 77(2), 116–119.
11. Johnson, R. T., & Johnson, D. W. (2009). An overview of cooperative learning. In J. Thousand, A. Villa and A. Nevin (Eds), Creativity and collaborative learning. Baltimore, US: Brookes Press..
12. Kagan, S. (1994). Formal team and Group base. kagan online magazine 5(6).
13. Kagan, S (2004) Kagan structures for emotional intelligence. Kangan on line Magazine 4( 4). http://www/kanganononline.com/newsletter/index.htm/.
14. Lefrancois, G.R (1994). Models of team learning.Social behaviour andpersonality, 32(2), 139-146.
15. Liao, T.W. (2005). Social cognitive theory, 15th edition pearson education international.
16. Mari J.S, Abdullahi, S.G.(2015). Effects of Jigsaw model of cooperative learning on self-efficacy and achievement in chemistry among concrete and formal reasoners in Colleges of Education in Nigeria. International Journal of Information and Education Technology, 5,(3), 196-199.
17. Martins-Umeh, N.F. (2009) Co-operative learning approach and sociology. African Research Review , 3(3) 389 – 398.
18. Mbanugo, U.T. (2007) Hints for practical chemistry. Seminar paper for secondary school chemistry teachers, Awka.
19. McLeod, S.A. (2007). Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html.measurement.NsukkaHallaman publishers.
20. NERDC (2007). Senior secondary Education Curriculum Chemistry forSS 1 -3, Abuja.
21. Njoku, C. (2009). Students performance2005 to 2008. Tanke-IIorin:Bamed printers Nigeria limited.
22. Nnoloi, K.S (2011). The place of Nigeria Certificate in Education Chemistry Teachers in UBE Basic Science Program. STAN 54th Annual Conference proceedings. 177-181.
23. NPE (2013). National Policy on Education (4th ed). Lagos Nigeria.
24. Onyejekwe, I.C. (1996). Demerits of team learning. African Research review, 4(3). 399-896.
25. Owen. W.F (1985). Teams Games Tournament (TGT), International journal of Higher education.
26. Piaget. J (1964). Socialcognitive theories. The development ofhigher psychological processes. Cambrid MA:Harvard university press.
27. Priyono, A & Boed, M (2017). Team learning strategy approach. Tjhe elementary school journal. 91(1). 33-42.
28. Sani,U.R,L (2015). effect of team learning strategy for teaching chemistry.unpublished masters degree. Ahmadu Bello University.
29. Slavin, R.E (1985). Team Assisted Individualization (TAI). published ph.D Harvard University.
30. Slavin, R.E (1990). Models of team learning. published ph.D. Disertation oxford university.
31. Slavin, R.E (1995). Theories of team learning.Published ph.D Harvard University.
32. Slavin, R.E (2009). Effects of team learning. A guide to research. Newyork:Garland.
33. Susan, B. (2005). The effects of cooperative learning on learning and engagement. Unpublished master’s degree thesis, Evergreen State College.
34. The West African Examinations Council (Nov./Dec., 2003). Chief Examiners’ Reports (Nigeria) (pp. 116, 130 – 134) Lagos.
35. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambrid MA: Harvard University Press.
36. Warra, A.A. Utono, S.S. Gunu, S.Y. & Babayemi (2009). Factors affecting students’ performance in schools: A case study of Haliru Abdu Senior Arabic Secondary School, Jega, Kebbi State, Nigeria. Holbrook, J. and Eninyeju P. (Eds) lProceedings of African Regional Conference of International Council of Associations for Science Education (Pp. 104 – 111). Ibadan: Oluseyi Press Ltd.
37. Woolfolk, A. (2010). Educational Psychology, 11th Edition Pearson Education International.
Published
2023-05-22
How to Cite
[1]
Lamuntani, D.H. and Yarima, M.M. 2023. Evaluation of the Effectiveness of Team Learning Strategy in the Study of Nomenclature of Organic Compounds among NCE Students. International Journal on Integrated Education. 6, 5 (May 2023), 233-239. DOI:https://doi.org/10.17605/ijie.v6i5.4405.
Section
Articles
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
