Relative Effectiveness of Co-Teaching and Solo-Teaching on Students’ Achievement in Chemistry

Avwiri H. E.

Abstract


The study investigated the relative effectiveness of co-teaching and solo-teaching on students’ academic achievement in chemistry. Three hypotheses were tested. The quasi-experimental design - non-equivalent pre-test posttest control group design was used. The sample for the study was 107 senior secondary school year two (SS II) chemistry students obtained from three schools in Uvwie local government area, Delta state. The instrument for data collection was Chemistry Achievement Test (CAT) validated by experts in science education. The reliability of the instrument was established using Kudder-Richardson formula 20 which yielded coefficient of internal consistency of 0.79. The data obtained were analyzed descriptive statistics and analysis of covariance. The results showed that there was a significant difference between the mean achievement scores of students in chemistry with co-teaching being the most effective and followed by solo-teaching. The results also showed that there was no significant main effect of gender on achievement. No significant interaction effect between teaching methods and gender on achievement scores in chemistry was observed. The study therefore, recommended that chemistry teachers should adopt co-teaching and solo-teaching when necessary.


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References


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