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Impact of Dual co-teaching on the Understanding of Genetics by Grade 12 Pupils at Chambishi Secondary School in Kalulushi District of Zambia

2020; Volume: 05; Issue: 12 Linguagem: Inglês

10.31695/ijasre.2019.33550

2454-8006

Alex Mumba, Alfred M. Sichilima,

Diverse Educational Innovations Studies

The study investigated the impact of dual co-teaching on the understanding of genetics at Chambishi Secondary School in Kalulushi District of Zambia. A two-group pretest-posttest true experimental research design was used in which quantitative datawere collected using a genetics achievement test and a Likert type questionnaire. The study sample consisted of 120 respondentswho were drawn from all the six grade 12 classes and 1 biology teacher who worked as a co-teacher. Descriptive statistics suchas means, standard deviations and median were used to summarize the data while the hypotheses were tested at 0.05 alpha levelusing Mann Whitney U test and independent t-test using SPSS version 20. The major findings of the study were that the experimental group which was exposed to dual co-teaching posted a higher achievement rate in genetics assessments and improved attitude compared to the control group. The results also showed that there no statistically significant difference in theperformance of males and females in genetics. The improved performance was due to the fact that dual co-teaching createsstronger and more creative lessons through improved student-teacher relationships, additional supports and diversity in theclassroom. The study recommended that dual co-teaching should be institutionalized and explored in other subjects.