Effect of team-teaching approach on students’ academic performance in indigenous language in senior secondary schools in Ekiti State, Nigeria

This study examined the effect of the team-teaching approach on students' academic performance in indigenous languages in senior secondary schools in Ekiti State, Nigeria. A quasi-experimental pretest–posttest design was adopted for the study. A total of 150 senior secondary school students were selected through multistage sampling techniques and assigned to experimental and control groups. The experimental group was taught using the team-teaching approach, while the control group was taught using the conventional teaching method. Data were collected using a Yoruba Language Achievement Test and analyzed using the mean, standard deviation, and an independent-samples t-test at the 0.05 level of significance. The findings revealed no significant difference in the pretest mean scores between the two groups, indicating that they were comparable at the onset of the study. Nevertheless, a significant difference was observed in the posttest mean scores, with students exposed to the team-teaching approach outperforming those taught using the conventional method. This suggests that team teaching had a positive effect on students' academic performance in the indigenous language. The study further revealed no significant difference in performance between male and female students exposed to the team-teaching approach, indicating that the strategy is effective regardless of gender. The study concludes that team teaching is a viable and effective instructional approach for improving students' learning outcomes in the indigenous language. It is hence recommended that teachers adopt collaborative teaching strategies in classroom practice, and that educational stakeholders support the integration of team teaching into instructional planning and teacher training programmers.