ABSTRACT

Abstract

This study assessed the effect of Team-Based Learning Strategy (TBLS) and 5E Learning Strategy (5ELS) on preservice biology teachers’ achievement and self-efficacy in population education in southwestern Nigeria. A total of 401 pre-service teachers drawn from three intact classes of purposively selected three federal colleges of education in Southwest, Nigeria constituted the sample. Research instruments used were PEAT (r=0.80) and PESES (r=0.82). ANCOVA and Bonferroni post-hoc tests were used to analyse the collected data at 0.05 level of significance. There was significant effect of treatment on achievement (F_(2,378)=12.26; partial ?²=0.06). Self-efficacy was significant on pre-service biology teachers’ achievement (F_(2,378)=5.67; partial ?²=0.03). Interaction effect of treatment and self-efficacy (F_(4,376)=3.15; partial ?²=0.03) on achievement was significant in the 5E group. The outcome of this study has proved that when students learn together as teams, they become active participants and are engaged with learning materials culminating in experiential and self-directed learning. Also, the higher the self-efficacy, the more successful students are at achieving tasks. Due to the effectiveness of these two strategies, it is recommended that lecturers handling the course adopt them in teaching.

Keywords: population education, active learning strategies, pre-service, prospective teachers,