Effect of Team-Based Instructional Strategy on English Reading Comprehension Achievement of Upper Basic II Students in Kogi East Senatorial Zone, Nigeria

This study seeks to examine the effect of team based instructional strategy on Upper Basic II students’ academic achievement in reading comprehension in English within the Kogi East Senatorial Zone. To guide the investigation, two research questions and two hypotheses were formulated. The social learning theory was adopted as theoretical framework. A quasi-experimental design was utilized. The study's population consists all the 11,517 Upper Basic II students in Kogi East Senatorial Zone from which a sample of 305 students was selected. Utilizing a multi-stage sampling procedure, the sample comprised 150 males and 155 females from ten schools, including two public and two private institutions. A Reading Comprehension in English Achievement Test (ECAT, which consists of 30 multiple-choice items and has a reliability coefficient of 0.88 based on Kuder-Richardson (K-R) 20 estimation was used to gather data for the study. The two research questions were analyzed using mean scores and standard deviations, while hypotheses were tested through Analysis of Covariance (ANCOVA). The findings indicated that there is significant difference between achievements mean scores of students taught reading comprehension in English with team based instructional strategy and those taught using conventional lecturer method.