Effects of Case-based and Team-based Teaching Strategies on Word Problems in Primary School Mathematics in Ibadan, Nigeria

This study investigated Effect of Case-based and Team-based Teaching Strategies on Word Problems in Primary School Mathematics in Ibadan North-West Local Government Area, Oyo State. Three hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental design was adopted for the study. Multi-stage sampling procedure was adopted where three private primary schools from 11 wards in Ibadan NorthWest Local Government Area, Oyo State were stratified and purposively selected. A sample size of 86 pupils comprised 43 boys and 43 girls were involved in the study. Primary four intact classes were used in each of the three selected private primary schools. Instrument used for data collection was Primary Mathematics Word Problems Achievement Test (KR20=0.86). Analysis of Covariance (ANCOVA) was used for data analysis at 0.05 level of significance. There was a significant main effects of Case-based Teaching Strategy on Achievement of Primary School Pupils in Mathematics[F(1,51)=58.624, P<0.05, ?2=0.535] and Team-based Teaching Strategy on Achievement of Primary School Pupils in Mathematics word problems[F(1,55)=45.008, P<0.05, ?2=0.450]. From the findings, it was concluded that Case-based andTeam-based teaching strategies were effective in teaching word problems in primary school Mathematics. Based on the results, it was recommended that both teaching strategies should be adopted by the teachers in teaching word problems in Primary school Mathematics to enhance pupils’ academic achievement.