Effects of Team Teaching on the Learning Achievement of Public Administration Students in Public Policy Courses at Prince of Songkla University, Trang Campus

Abstract

This classroom-based research aimed to: 1) compare the learning achievement of Public Administration students before and after attending courses using a team teaching approach, and 2) examine students' satisfaction level regarding the team teaching approach. The instruction was collaboratively conducted by two instructors who jointly planned, delivered, and evaluated the teaching process. This collaboration aimed to enhance students’ learning effectiveness holistically in courses related to public policy, namely Project Management and Policy Implementation and Evaluation. The participants were 40 third-year undergraduate students enrolled in the Bachelor of Public Administration program during the first semester of the 2024 academic year. Data were collected using a knowledge assessment test, a student satisfaction questionnaire, in-depth interviews, and classroom observations conducted by the instructor team. The reliability of the research instruments was verified using Cronbach’s Alpha, which yielded a reliability coefficient of 0.87, indicating a good level of internal consistency. The data were analyzed using descriptive statistics, paired t-tests, and qualitative content analysis. The findings revealed that students’ learning achievement was significantly improved by the implementation of team teaching (p-value<0.01). The average pre-test score was 13.47 (S.D.=2.89), while the average post-test score had increased to 19.13 (S.D.=1.30). Students reported the highest level of satisfaction with the team-based instruction approach. This suggests that team teaching not only contributes to measurable learning outcomes but also fosters a positive learning experience for students in public policy related courses.