TEAM BASED LEARNING AND STUDENTS’ ACADEMIC PERFORMANCE IN CONTROVERSIAL ISSUES IN SOCIAL STUDIES AMONG PRE-SERVICE TEACHERS IN OGUN STATE
Abstract
This research examined how team-based learning impacts the academic performance of pre-service teachers addressing controversial topics in social studies within Ogun state. The study employed a quasi-experimental design, consisting of one experimental group and one control group, and incorporated pre-tests, an intervention, and post-tests. The study population included all second-year pre-service social studies teachers at both government colleges of education in Ogun state (Federal College of Education, Osiele, and Sikiru Adetona College of Technology and Education, Omu-Ijebu). The sample comprised seventy (70) volunteers. Three hypotheses were evaluated in this study. Three research instruments were utilized: the Team-Based Learning Package (TBLP), the Conventional Method Training Package (CMTP), and the Social Studies Achievement Test (SSAT) with a reliability coefficient of .72. The program lasted for six weeks. Data collected was analyzed using ANCOVA. The analysis results indicated that team-based learning was significantly more effective than traditional methods in improving the learning outcomes of pre-service teachers regarding controversial issues in social studies. Additionally, academic ability had a notable impact, favoring students with higher academic performance. The findings suggest that team-based learning can greatly enhance students' academic success in social studies. Based on the findings, it is recommended that the government organize seminars and lectures to improve teachers' innovative strategic skills.
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