Published Article

ABSTRACT

This study evaluated the utilization of the team teaching approach by lecturers and students in the College of Education, Afaha Nsit. Two research questions and one hypothesis guided thirty (30) lecturers in the School of Education, as well as the entire study. Survey research design was adopted for the study. The population of the study consisted of all the thirty (30) lecturers in the School of Education as well as all the three hundred (300) Nigeria Certificate in Education (NCE) students for the 2025/2026 academic session. No sampling was done because of the manageable size of the respondents. The instrument used for the study was a structural "questionnaire" titled “Evaluation of Team Teaching Approach Utilization by Lecturers and Students Questionnaire (ETTAULSQ)." The instrument was validated by the experts in measurement and evaluation in the Department of Educational Foundations, College of Education, Afaha Nsit, Akwa Ibom State.  The test-retest method was used to ascertain the reliability of the instrument using the Cronbach alpha coefficient. A reliability coefficient of 0.75 was obtained. The data collected was analyzed using weighted mean and standard deviation for research questions, while an independent t-test was used in analyzing the hypothesis. The result shows that lecturers perceived that the team teaching approach significantly improves students’ academic performance. The result also showed that students perceived that the team teaching approach significantly improves students’ academic performance. Based on the findings, the following recommendations were made: lecturers should be encouraged to utilize the team teaching approach; they should also be monitored in order to ensure that they go for their lectures when it is their turn to teach the students.