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 two objectives with corresponding hypotheses. A one-sample pre-posttest quasi-experimental design was employed, involving 200 purposively selected students from the Literature in English programme 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 CoEs. Keywords: Team Teaching, Literary Analysis, Pre-service Teachers, Literature Pedagogy