Authors : Njideka Dorathy Eneogu, Bernedeth N. Ezegbe, Benedict Ejiofor Ugwuanyi, Jovita Chinelo Ejimonye, Ezinne O. Idika and Ngozi J. Obiorah
Abstract: The study sought to determine the effectiveness of students team achievement division and team accelerated instructional techniques on student’s engagement in senior secondary school quantitative economics contents. It also determined the influence of gender on student’s engagement in senior secondary school quantitative economics contents using STAD and TAI. 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. The population consisted of 8966 SS11 students from the study area. 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 sample four co-educational schools and two intact classes from each of the schools that were assigned to the two experimental groups (STAD and TAI) were randomly selected. The instrument used for data collection was the Student’s Self Report on Engagement (SSRE). The instrument was face validated and tested for reliability. The internal consistency of SSRE was 0.81 using Cronbach’s alpha. 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 there was a significant difference in the mean engagement response scores of students exposed to TAI than in STAD. However while there was a significant difference in the mean engagement responses of male than female students in quantitative economics contents there was no significant interaction effect between STAD, TAI and gender. Based on the findings, it was concluded that TAI is more efficacious than STAD in enhancing student’s engagement in secondary school quantitative economics contents. The findings imply that the application of TAI in teaching quantitative economics contents could enhance student’s engagement. It was recommended, among other things that TAI should be adopted in teaching secondary school quantitative contents of senior secondary school economics. To achieve this, the ministry of education in collaboration with faculties of education in universities and colleges of education should organize conferences, workshops and seminars for economics teacher’s on the inherent skills and procedures for using TAI technique in promoting student’s engagement in quantitative economics contents.
Njideka Dorathy Eneogu, Bernedeth N. Ezegbe, Benedict Ejiofor Ugwuanyi, Jovita Chinelo Ejimonye, Ezinne O. Idika and Ngozi J. Obiorah, 2019. Effectiveness of Student Team Achievement Division and Team Accelerated Instruction on Student’s Engagement in Secondary School Quantitative Economics Contents. Journal of Engineering and Applied Sciences, 14: 8921-8928.