EFFECT OF TEAM-BASED INSTRUCTIONAL STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN ILE-IFE, OSUN STATE, NIGERIA

Abstract

The study investigated the effect of team-based instructional strategy on junior secondary school students' academic achievement in Basic Science in Ile-Ife, Osun State. The study employed the nonequivalent pre-test, post-test and control group quasiexperimental research design involving 47 junior secondary school II students in two intact classes selected from two schools in Ile-Ife, Osun State using simple random sampling technique. One research instrument tagged ''Basic Science Achievement Test'' (BSAT) was used to collect data for the study. Data collected were analysed using frequency count, percentage, mean, standard deviation, and analysis of covariance (ANCOVA). The results of the study showed a significant effect of team-based instructional strategy on junior secondary school students' academic achievement in Basic Science in Osun State (F = 55.910; p < 0.05). It also revealed no significant interaction effects of team-based instructional strategy and gender on junior secondary school students' academic achievement in Basic Science in the study area (F = 1.415; p > 0.05). The study concluded that team-based instructional strategy as an activity-based method could be used to improve students' academic achievement in junior secondary schools if properly monitored.