PERCEPTION OF TEAM LEARNING AND ITS EFFECT ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN BIRNIN KEBBI, KEBBI STATE.

TOPIC: PERCEPTION OF TEAM LEARNING AND ITS EFFECT ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL CHEMISTRY STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN BIRNIN KEBBI, KEBBI STATE.

THIS TOPIC IS ALSO SUITABLE FOR:
1. Department of Chemistry Education
2. Department of  Education
3. Department of Curriculum Studies
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the perception of team learning and its effect on the academic performance of senior secondary school Chemistry students in selected secondary schools in Birnin Kebbi, Kebbi State. The study was specifically carried out to assess the effect of team learning on students’ classroom participation during Chemistry lessons, examine the effect of team learning on students’ understanding of Chemistry concepts, determine the effect of team learning on students’ retention of Chemistry concepts, and determine the effect of team learning on the academic achievement of senior secondary school Chemistry students in selected secondary schools in Birnin Kebbi. The study employed the descriptive research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using mean and standard deviation for research questions and Pearson Chi-square for hypothesis testing. A total population of 1,248 Senior Secondary School II Chemistry students was used, while a sample size of 288 respondents was selected using Taro Yamane formula and multi-stage sampling technique involving stratified and convenience sampling. The participants consisted of SS II Chemistry students from selected public secondary schools in Birnin Kebbi. From the responses obtained and analyzed, the findings revealed that team learning enhances classroom participation with mean values ranging from 3.49 to 3.63, improves understanding of Chemistry concepts with mean values ranging from 3.50 to 3.61, enhances retention of Chemistry concepts with mean values ranging from 3.54 to 3.60, and improves academic achievement with mean values ranging from 3.53 to 3.62. The hypotheses test using Pearson Chi-square showed that team learning has a significant effect on classroom participation (r = 0.61, p = 0.018), understanding of concepts (r = 0.64, p = 0.014), retention of concepts (r = 0.67, p = 0.011), and academic achievement (r = 0.69, p = 0.009). The study therefore recommends that teachers should adopt structured team learning strategies, schools should encourage collaborative instructional practices, and education authorities should provide training for teachers on effective team learning implementation.
Keywords: Team Learning, Classroom Participation, Chemistry Concepts, Academic Achievement, Secondary Schools.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education plays a pivotal role in the social, economic and technological development of each country as it gives the people the knowledge, skills, values and intellectual abilities needed to participate meaningfully in society. In addition to knowledge transfer, modern education focuses on cultivating critical thinking, creativity, collaboration, communication, and problem-solving skills to equip students for the challenges of today's rapidly changing world. Educational systems have been undergoing a continuous transformation and teaching practices have increasingly moved from teacher-centred to learner-centred methods of teaching and learning that actively involve learners in building and using knowledge. Ogunsola et al. (2021) argues that effective teaching is more than just delivering content; it is also about fostering interaction and participation among learners in the learning environment. Kolawole and Olubunmi (2023) maintained that classroom instruction would be effective if students could be made part of the learning process and not simply recipient of it. Likewise, Barma et al., (2025) affirmed that meaningful learning would take place when students are actively involved with meaningful activities that allow them to reflect and interact with themselves and others, and to apply what they have learned in their real-world experiences. Thompson and Uko (2026) also noted that experiences in the classroom, where the learner is actively engaged, have a considerable impact on the learner's cognitive development and general education. All of these views highlight the value of learner engagement in teaching as an essential element of good education.
As a result, there has been a growing focus on the involvement of students in learning, which has drawn greater interest on the use of collaborative teaching methods to facilitate meaningful learning in the classroom. Of these, one pedagogical method that has come to the fore is called team learning, which involves students collaboratively working in small groups to attain a common set of academic goals by interacting with each other, cooperating, taking responsibility, and sharing ideas. Therefore, team learning can be considered as a pedagogical method relating to learning activities carried out by a team of learners, each of whom is responsible for his/her own learning activities and the learning activities of the team as a whole. The authors of Awofala et al. (2024) noted that team learning fosters active involvement in learning processes by enabling students to share their ideas, compare and contrast different perspectives, and engage in group problem-solving exercises. According to Ukaegbu et al (2024), team learning is greatly dependent on the level of interaction, communication and collaboration that takes place among the members of the team during the learning process. Furthermore, Akinpelu et al. (2025) indicated that team learning is not only limited to the formation of the team but also involves coordinated participation, shared responsibility, and intellectual interactions among learners. Student's perception of team learning is the students' beliefs, attitudes, opinions, and interpretations about the usefulness, effectiveness, and educational value of the co-operative learning experiences within this instructional context. According to Olutola and Gift (2025), these perceptions affect learners' readiness to actively engage in collaborative group learning activities, and their ability to benefit from group learning activities in the classroom.
As students develop perceptions regarding instructional practices, such perceptions become important determinants of their classroom engagement, learning motivation, and educational achievement. Perception is the process of cognition that involves the process of interpretation, organization and assignment of meaning of what is experienced in learning. Academic performance, on the other hand, is the quantifiable accomplishment of students in their learning as measured by examinations, continuous assessment, practical tests, assignments and other means of measuring their learning outcomes. Suleiman et al. (2024) define academic performance as the achievement of the learners to the set instructional goals in a particular subject. The study by Mohammed Balkisu et al. (2025) showed that students' perception of the way they are taught is one of the factors that affects their motivation, involvement, commitment and perseverance in class. Similarly, Peter and Sanni (2026) noted that positive attitudes towards cooperative teaching learning create opportunities for students to participate with greater confidence in learning discussions, sharing of knowledge, and collaborative problem-solving, enhancing their learning activities. Moreover, Awofala et al. (2024) noted that positive classroom perceptions boost learners' self-confidence, mental interest and zeal towards academic tasks, which in turn positively impact learners' educational outcomes. These perspectives show that students' perceptions are an integral part of the psychological dimension which can influence their learning behaviours and academic achievement in various subjects.
Chemistry is a science subject that plays a strategic role in the senior secondary school curriculum as it is the basis of many other subjects such as medicine, pharmacy, agriculture, engineering, environmental science, biotechnology and industrial development. Chemistry provides students with the opportunity to develop analytical skills, scientific inquiry, experimental skills and the ability to make decisions based on evidence to develop an understanding of the composition, properties and transformations of matter. Ogunsola et al. (2021) affirmed that for efficient teaching of Chemistry students should be active participants, discuss concepts, and explore scientific ideas collaboratively. According to Ukaegbu et al. (2024), collaborative instructional techniques give students chances to interact with each other in meaningful ways, exchange scientific views, correct misconceptions, and enhance the conceptual understanding. This is also in line with Thompson and Uko (2026) who asserted that how learners perceive their collaborative classroom experiences determines the quality of their involvement and learning outcomes of the instructional activities. The study of the perception of team learning and its impact on academic achievement of senior secondary school Chemistry students in selected secondary schools in Birnin Kebbi, kebbi state gives a good foundation to analyze the perception of team learning and the relationship of team learning perception to the achievement of Chemistry education in the study area. This context emphasis helps to enhance the understanding of the secondary school science classroom learner-centred instructional practices.

1.2 Statement of the Problem
Learning is supposed to equip learners with the intellectual competence, scientific reasoning and collaborative ability to enable them to excel in school and in their future lives. In recent times, there is a growing trend in teaching styles to shift from teacher-centred to learner-centred teaching-style and to get students involved in the teaching-learning process. For this reason, team-learning has emerged as an important learning approach since it fosters interaction, shared responsibility, critical thinking and meaningful knowledge construction among students. In the field of science education, especially Chemistry, instructional strategies which are effective are connected with how useful and fun the learners find them. The instructional strategies which involve active participation of learners make learning more meaningful (Ogunsola et al., 2021). Likewise, Awofala et al. (2024) noted that positive learning experiences in the classrooms help to enhance learners' engagement and learning outcomes, thus, the perception of learners is a crucial factor to be taken into consideration in educational studies.
Although collaborative teaching model is widely implemented in the secondary schools, there are differences in the perception of the pupils on team learning and how this perception affects their performance in Chemistry. It is hoped that students will see team learning as a chance for knowledge exchange, active engagement in learning, problem solving and better understanding, and translate these experiences to better academic performance. Research in secondary school classrooms, however, suggests that students' engagement in team-based instruction experiences can vary across classrooms, with some being more engaged and others less, and that this engagement can result in differences in learning experiences and academic outcomes. While there are several studies on collaborative learning and instructional strategies, the relationship between the perception of learning in teams with the performance of learners in Chemistry in the secondary school setting is still relatively little studied (Ukaegbu et al., 2024). In addition, Mohammed Balkisu and colleagues (2025) revealed that learners' perceptions are crucial in shaping learners' engagement and learning outcomes.
However, there is still a lack of empirical evidence on the perceptions of senior secondary school Chemistry students on team learning and how it influences their academic performance in Birnin Kebbi, Kebbi State. This limited contextual evidence results in a gap in knowledge for teachers, school administrators, curriculum planners and education policy makers to help consolidate learner-centred instructional practices in the context of Chemistry classrooms(Peter & Sanni, 2026). The ideal for decisions on collaborative learning in education should be based on evidence based on students' experiences and perceptions in the local educational environment. Without such evidence, it is challenging to understand if students' sense of team learning is related to their academic success in Chemistry. This study therefore aims at examining the perception of team learning and its impact on academic performance of senior secondary school Chemistry students in selected secondary schools in Kebbi state, Birnin Kebbi, with the hope of finding empirical evidence that can inform ways to improve instruction and future educational interventions (Kolawole & Olubunmi, 2023).
1.3 Objective of the Study
The main purpose of this study is to examine perception of team learning and its effect on academic performance of senior secondary school chemistry students in some selected secondary schools in Birnin Kebbi, Kebbi State. The specific objectives of the study seek to:
1.Assess the effect of team learning on students' classroom participation during Chemistry lessons in selected secondary schools in Birnin Kebbi.
2.Examine the effect of team learning on students' understanding of Chemistry concepts in selected secondary schools in Birnin Kebbi.
3.Examine the effect of team learning on students' retention of Chemistry concepts in selected secondary schools in Birnin Kebbi.
4.Determine the effect of team learning on the academic achievement of senior secondary school Chemistry students in selected secondary schools in Birnin Kebbi.
Other parts of chapter one include:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational definition of terms.

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of team learning, the concept of academic performance, the perception of team learning among senior secondary school students, the effect of team learning on students' academic performance in Chemistry, factors influencing effective team learning, challenges associated with team learning, etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises all Senior Secondary School II (SS II) students offering Chemistry in the selected public secondary schools in Birnin Kebbi, Kebbi State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 303 participants.
Sampling Technique: The study employed a multi-stage sampling technique involving school selection, stratified sampling, proportionate allocation, and convenience sampling to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “Perception of Team Learning and Its Effect on Academic Performance of Senior Secondary School Chemistry Students in Selected Secondary Schools in Birnin Kebbi, Kebbi State” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.
Full outline for chapter three;
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5  Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that team learning has a positive effect on students’ classroom participation during Chemistry lessons in selected secondary schools in Birnin Kebbi, as evidenced by mean scores ranging from 3.49 to 3.63, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.61, t-value of 12.84, and p-value of 0.018 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that team learning has a positive effect on students’ understanding of Chemistry concepts in selected secondary schools in Birnin Kebbi, as evidenced by mean scores ranging from 3.50 to 3.61, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.64, t-value of 13.27, and p-value of 0.014 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that team learning has a positive effect on students’ retention of Chemistry concepts in selected secondary schools in Birnin Kebbi, as evidenced by mean scores ranging from 3.54 to 3.60, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.67, t-value of 13.92, and p-value of 0.011 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that team learning has a positive effect on the academic achievement of senior secondary school Chemistry students in selected secondary schools in Birnin Kebbi, as evidenced by mean scores ranging from 3.53 to 3.62, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.69, t-value of 14.45, and p-value of 0.009 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
Reference
Appendix

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