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Effects of Team Teaching on Performance and Retention of Physics Concepts Among Senior Secondary School Students of Different Ability Levels in Maradi, Republic of Niger

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Effects of Team Teaching on Performance and Retention of Physics Concepts Among Senior Secondary School Students of Different Ability Levels in Maradi, Republic of Niger.


This study investigated effects of team teaching on the academic performance and retention of SSII students in physic in Maradi, Niger Republic. The study adopted quasi-experimental, pre-test, post-test control group design. The population of the study was made up of 1287 Senior Secondary level two students. The sample for the study consisted of 180 SSII students of different ability levels and different genders, randomly selected from two schools. The instrument used for data collection was the Physics Performance Test (PPT).

Reliability coefficient of PPT was 0.79. Four hypotheses were formulated and tested at 0.05 levels of significance. The data were analyzed using one-way analysis of variance and t-test statistical tools at P=0.05. On the basis of the findings, it was concluded that Team Teaching was more effective than the Conventional Teaching Strategy in improving students’ performance and retention in physics at Senior Secondary School level.

It was found to be better in enhancing retention level of students in high, medium and low ability levels. Also, team teaching was found to be gender friendly. On the basis of these findings the study recommended among others the use of Team Teaching to teach secondary school physics in Niger Republic, the organization of seminars, conferences, and workshops to train practicing teachers on the use of the Team Teaching in the teaching of physics. 


There has been a great shift in emphasis on science teaching and learning all over the world especially in USA, England, Kenya, Nigeria, and Senegal. The concern in recent times is to have science classroom that is student-centred, activity-oriented, and focused on understanding rather than rote learning and simple recall of knowledge (Owolabi, 2000). Many studies such as, Owolabi (2000) and Bichi (2002) have shown that the little application of the invention of science and technology to education is a step towards solving educational problems.

In fact, science and technology are considered by many scientists, scholars and educators as sine qua none for national development and its ramifications, both in the short and long term. Fafunwa in Shaibu (2005) said: “We are living in a world where science and technology have become an integral part of the world’s culture, and any country that overlooks this significant truism does so at its own peril”. It is also observed that nations that develop their science education also do well in the other parameters of education and vice versa.

Therefore, science and technology are inevitable requirements for national development, most especially for developing nations like Republic of Niger. However, research findings (SMASS and National Reports, 2009) still indicate students’ failure in physics in Maradi, Niger Republic. For many decades now, the different instructional strategies employed in teaching physics have not improved students’ performance in the subject to an appreciable level. 

Many National Reports pointed out that the inadequate exposure of secondary school students to science and physics in particular, is responsible for the qualitative defects in the educational system (Report 2007 and preceding). Also, various educators within the country have blamed the methods usually used to teach physics students. Siddikou (2007) observed that teachers mainly adopt instructional strategies that do not encourage deeper students’ involvement and collaboration. 


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CSN Team.

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