Title: Different Paths, Same Destination? Comparing Students' Mathematics Achievement under Team-Based and Lecture Methods in Delta Central Senatorial District
Authors: EMUESIRI
Enemuadia Ruth
Associate Prof. OYOVWI
Edarho Oghenevwede
Volume: 10
Issue: 8
Pages: 77-82
Publication Date: 2026/08/28
Abstract:
This study compared students' mathematics achievement under team-based and lecture methods in Delta Central Senatorial District of Delta State. A pretest-posttest planned variation quasi-experimental design was adopted. The study involved 361 SSII Mathematics students selected from six public secondary schools through multistage sampling. Data were collected using a 50-item Mathematics Achievement Test (MAT), which had a reliability coefficient of 0.81 established using the Kuder-Richardson Formula 21. Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) and independent-samples t-test were used to test the hypotheses at the 0.05 level of significance. Results showed that students taught using team-based learning obtained a higher posttest mean achievement score (61.35) than those taught using lecture method (50.34). The ANCOVA revealed a significant effect of instructional method on students' mathematics achievement, F(1, 358) = 61.146, p < .001. Male students taught using team-based learning had a slightly higher mean score (63.06) than females (60.04), but the difference was not significant, t(184) = 1.557, p = .121. Similarly, male students under lecture method scored higher (52.27) than females (48.31), but the difference was not statistically significant, t(173) = 1.970, p = .050. The study concluded that team-based learning was more effective than lecture method, while sex did not significantly differentiate students' achievement under either method.