Effect of Team Teaching on Academic Performance and Motivation Among Secondary School Student in Periodic Table Concept, Zaria, Educational Zone Kaduna State.

ABSTRACT
This study examined the effect of team teaching on academic performance and motivation in learning the periodic table concept among senior secondary school students in Zaria Educational Zone, Kaduna State, Nigeria. The research was guided by four objectives, including assessing the effect of team teaching on students' performance and motivation levels in the periodic table concept. Corresponding research questions and hypotheses were formulated to guide the study. A quasi-experimental design, involving pre-tests and post-tests for experimental and control groups, was employed. The study population consisted of 2,314 SSII students, from which a sample of 94 students from two selected schools was drawn using simple random sampling. Data collection involved a Periodic Table Performance Test (PTPT) and a Chemistry Motivation Questionnaire (CMQ). Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while inferential statistics, such as t-tests and Mann-Whitney U tests, were used to test the hypotheses. Findings revealed a significant improvement in academic performance and motivation among students taught using the team teaching approach compared to those taught through conventional methods. Additionally, no significant gender differences were found in performance or motivation within the team-taught group. The study concludes that team teaching is an effective instructional strategy for enhancing academic outcomes and motivation in the periodic table concept. It recommends that Chemistry teachers adopt team teaching for complex topics, and that schools support this approach through resources and training for teachers.