Effects of Case-based and Team-based Teaching Strategies on Word Problems in Primary School Mathematics in Ibadan, Nigeria

Abstract

This study investigated Effect of Case-based and Team-based Teaching 
Strategies on Word Problems in Primary School Mathematics in Ibadan 
North-West Local Government Area, Oyo State. Three hypotheses were 
formulated and tested at 0.05 level of significance. Quasi-experimental 
design was adopted for the study. Multi-stage sampling procedure was 
adopted where three private primary schools from 11 wards in Ibadan North
West Local Government Area, Oyo State were stratified and purposively 
selected. A sample size of 86 pupils comprised 43 boys and 43 girls were 
involved in the study. Primary four intact classes were used in each of the 
three selected private primary schools. Instrument used for data collection 
was Primary Mathematics Word Problems Achievement Test (KR
20=0.86). Analysis of Covariance (ANCOVA) was used for data analysis at 
0.05 level of significance. There was a significant main effects of Case-based 
Teaching Strategy on Achievement of Primary School Pupils in 
Mathematics[F(1,51)=58.624, P<0.05, ?2=0.535] and Team-based 
Teaching Strategy on Achievement of Primary School Pupils in Mathematics 
word problems[F(1,55)=45.008, P<0.05, ?2=0.450]. From the findings, it 
was concluded that Case-based andTeam-based teaching strategies were 
effective in teaching word problems in primary school Mathematics. Based 
on the results, it was recommended that both teaching strategies should be adopted by the teachers in teaching word problems in Primary school Mathematics to enhance pupils’ academic achievement.