EFFECT OF TEAM TEACHING ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE OF NCE II BIOLOGY EDUCATION STUDENTS IN FEDERAL COLLEGE OF EDUCATION, YOLA

This study investigated the effect of team teaching on academic self-efficacy and academic performance in Biology education among NCE II students at the Federal College of Education (FCE), Yola, Adamawa State, Nigeria. The need for innovative instructional strategies to enhance learner engagement and academic outcomes in science education has become critical, particularly in teacher preparation programs where both content mastery and confidence building are essential. The study adopted a quasi-experimental pre-test, post-test control group design. A total of 396 NCE II Biology students were randomly assigned to two groups: an experimental group exposed to team teaching, and a control group taught using the traditional lecture method. Two researcher-developed and expert-validated instruments were used: the Biology Achievement Test (BAT) and the Biology Self-Efficacy Scale (BSES). Content validity of the instruments was established through review by experts in science education and measurement and evaluation. The reliability of the BAT was established using the Kuder-Richardson Formula 20 (KR-20), yielding a coefficient of 0.81, while the BSES was tested using Cronbach’s Alpha, with a reliability index of 0.87, indicating high internal consistency. Descriptive statistics revealed that the team-taught group outperformed the traditionally-taught group in both academic performance (M = 55.13, SD = 6.05 vs. M = 49.21, SD = 6.49) and academic self-efficacy (M = 51.56, SD = 7.55 vs. M = 44.51, SD = 8.06). Multivariate Analysis of Covariance (MANCOVA) confirmed a statistically significant effect of the teaching method on the combined dependent variables at p < .001, with a partial eta squared of 0.036, reflecting a meaningful effect. The study concludes that team teaching is an effective pedagogical strategy for improving academic achievement and self-efficacy in Biology education among pre-service teachers. It recommends that colleges of education adopt and institutionalize team teaching, provide training for lecturers in team teaching models and integrate such approaches into instructional policy and planning.