Effect of Team Teaching on Academic Performance in Biology Among Senior Secondary School Students in Kaduna North Lga, Kaduna State, Nigeria

ABSTRACTThis study examines the effect of team teaching on academic performance in Biology among senior secondary school students in Kaduna North, Kaduna State, Nigeria. The research was motivated by the persistent poor performance of students in Biology, largely attributed to ineffective teaching strategies. The study employs a quasi-experimental design, involving a pre-test, post-test, experimental group, and control group. A total of 100 Senior Secondary School II (SSII) students were randomly selected from two schools, with 50 students in the experimental group (taught using team teaching) and 50 in the control group (taught using conventional methods). Data collection was carried out using a Biology Performance Test (BPT), comprising multiple-choice questions from WAEC past examinations (2018–2024). The validity of the instrument was ensured through expert review, and its reliability was confirmed with a Spearman-Brown reliability coefficient of 0.82. Data analysis involved descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA). The results indicate a significant improvement in the academic performance of students exposed to team teaching, with a higher mean post-test score compared to the control group. Furthermore, the study found that female students outperformed their male counterparts under team teaching. These findings support the adoption of team teaching as an effective instructional strategy for improving students’ academic performance in Biology. The study concludes that team teaching fosters student engagement, enhances teacher collaboration, and improves learning outcomes. It recommends the implementation of team teaching in secondary schools, teacher training on collaborative instruction, and further research on gender-responsive teaching strategi