Effect of Team Teaching on the Academic Achievement of Students in Introductory Technology

By Uwameiye, R.; Ojikutu, Rukayat Abimbola | International Journal of Instructional Media, Winter 2009 | Go to article overview

Effect of Team Teaching on the Academic Achievement of Students in Introductory Technology


Uwameiye, R., Ojikutu, Rukayat Abimbola, International Journal of Instructional Media


BACKGROUND TO THE STUDY

According to Uwameiye (1993) introductory technology helps students at the junior secondary school to explore the world of works towards making intelligent career choice and consumption patterns. He/she explained further that introductory technology does not in any way provide training for specific occupations nor aims at developing competencies. Introductory technology exposes students at the junior secondary school (J.S.S) level to technology through exploratory activities. This helps to develop good attitudes in the students towards technology and the industry. Thus the introduction of introductory technology at the junior secondary school in Nigeria is a great achievement in Nigeria's quest to build the individual who will:

(1) adjust to the changing environment

(2) deal with forces which influence the future and

(3) participate in controlling his/her own destiny.

Introductory technology is one of the pre-vocational subjects in the junior secondary school level in Nigeria. Uwameiye and Unyewadume (1999) stated that pre-vocational subjects provide students with a process of orientation in production and consumption through experiences in planning, producing, testing, servicing and evaluating types of consumer and industrial goods. These researchers explained further that through tile exposure of students to pre-vocational subjects, the students develop a broader understanding of industrial processes and also helps the students to explore their individual interests and aptitudes. In introductory technology, students at J.S.S level are exposed to various opportunities available in the world of work, and property oriented in many occupational areas to enable them to see the need for school continuity at tile senior secondary school level and beyond. Introductory technology gives opportunity to students to apply principles of planning and design, construction techniques and scientific principles to the solution of problems.

In order to reduce ignorance about technology and help to lay a solid foundation for true national development, introductory technology is offered in the J.S.S. as a key subject on the same level as mathematics and science. The Federal Ministry of Education, Science and Technology (1985) stated that the three main objectives of introductory technology are:

(i) to provide pre-vocational orientation for further training in technology;

(ii) to provide basic technological literacy for everyday living; and

(iii) to stimulate creativity.

Teaching can be defined as the action of a person imparting skill, knowledge or giving instruction to another. Clark and Starr (1986) defined teaching as an attempt to assist students in acquiring or changing some skill, knowledge, ideal attitude or appreciation. Teaching is a challenge that requires long hours of work and preparation. It is a continuous, cyclic process involving three phases:

(i) pre-teaching during which the teacher plans what to teach and prepare or collects the materials to be used for teaching;

(ii) classroom interaction, during which there is purposeful interaction between the materials, the subject-matter, the learner and the teacher; and

(iii) post-teaching during which the teacher reflects on the task just completed and feeds back his observation into the planning of the next lesson. This process continues ad infinitum (Obanya, 1980).

Every teaching is carried out for a purpose to produce learning in the students in order to produce an educated person. According to Oyedeji (1998), the two basic types of instructional methodology are the teacher-centered, and student-centered. The teacher-centered instructional approaches are the more traditional and didactic in which students acquire knowledge by listening to the teacher, by reading a textbook, or both. In such an approach, the student is a passive recipient of information. …

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