Authors : Njideka Dorathy Eneogu, Jovita Chinelo Ejimonye, Benedict Ejiofor Ugwuanyi and Ifeyinwa A. Nji
Abstract: The study compared the effects of Student Team Achievement Division (STAD) and Team Accelerated Instructional (TAI) techniques on student’s achievement in secondary school quantitative economics contents. Three research questions and three null hypothesis guided the study. The design adopted for the study was quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 186 SS II students made up of 65 males and 121 females drawn from four co-educational schools in Nsukka Local Government Area of Enugu State. Purposive sampling was used to select the four co-educational schools and two intact classes were randomly sampled from each of the schools. The schools were assigned to the two experimental groups (STAD and TAI). Quantitative Economics Achievement Test (QEAT) was used for data collection. The instrument was face and content validated and tested for reliability. The internal consistency of QEAT was found to be 0.78 using K-R 20. An additional test of temporal stability was done using test re-test method and Pearson product moment was used to determine the correlation coefficient which was established at 0.80. Data collected were analysed using mean and standard deviation for the research questions while ANCOVA was used in testing the null hypothesis at 0.05 level of significance. The result showed that students taught quantitative economics contents using TAI had higher mean achievement score than those exposed to STAD instructional technique. Male students had slightly higher mean achievement score than the female students in quantitative economics contents. There was no significant interaction effect of STAD, TAI and gender on student’s mean achievement in quantitative economics contents. Based on the findings, it was concluded that TAI is more efficacious than, STAD in enhancing student’s achievement in secondary school quantitative economics contents. It was recommended, among other things that TAI should be adopted in teaching secondary school quantitative economics contents. To achieve this, the Ministry of Education should collaborate with educational institutions and organize workshops and seminars for economics teachers on the inherent skills and procedures for using the TAI technique in quantitative economics contents delivery.
Njideka Dorathy Eneogu, Jovita Chinelo Ejimonye, Benedict Ejiofor Ugwuanyi and Ifeyinwa A. Nji, 2019. Comparison of Student Team Achievement Division and Team Accelerated Instruction on Student’s Achievement in Secondary School Quantitative Economics Contents. Journal of Engineering and Applied Sciences, 14: 8912-8920.