Effectiveness of Team-Teaching Approach (TTA) in Enhancing Pre-Service Teachers' Achievement in Literature in Nigerian Colleges of Education

This study evaluated the effectiveness of Team-Teaching Approach (TTA) as an instructional approach for enhancing pre-service teachers' achievement in Literature in Nigerian Colleges of Education (CoEs. The study aimed to achieve three objectives with corresponding research questions and hypotheses. A one-sample pre-posttest quasi-experimental design was employed, involving 200 purposively selected students from the Literature departments of Federal College of Education (FCE), Kano, and Sa’adatu Rimi College of Education (SRCOE), Kumbotso (male=100; female=100). Ten lecturers (five from each institution) served as Research Assistants. The data collection instrument, Literary Analysis Achievement Test (LAAT), was developed and pilot-tested by the researchers, yielding a reliability coefficient of .83 using Cronbach’s alpha. The experiment spanned eight weeks, during which participants were pre-tested using LAAT, exposed to selected topics via the Team-Teaching Approach (TTA), and subsequently post-tested. Data were analyzed using paired-sample t-test and Independent samples t-test at a 0.05 significance level. Findings revealed a significant mean difference in pretest-posttest achievement scores among students exposed to TTA (P = 0.031 < 0.05). However, no significant gender differences were observed (P = 0.701 > 0.05). The study concludes that Team Teaching significantly enhances students' proficiency in Literary Analysis and recommends its adoption for literature pedagogy in Nigeria. Keywords: Team Teaching, Literary Analysis, Academic Achievement, Literature Pedagogy