Author(s)

Kabirat T. Yusuf¹, Wakeel A. Kasali², Abiola T. Owolabi², Muruako E. Chimezie³, Bukhari S. Amosa⁴

¹Department of Educational Management, Obafemi Awolowo University, Ile-Ife, Nigeria.
²Department of Statistics, Ladoke Akintola University of Technology, Ogbomoso, Nigeria.
³Department of International Management, University of Applied Sciences, Dresden, Germany.
⁴Department of Science Education, University of Ilorin, Ilorin, Nigeria.

The study scrutinizes the impact of single-instructor and team teaching on students’ academic performance in Nigeria’s South-West region tertiary education. The study’s question seeks to delve into the relationship between teaching styles and students’ academic performance using Hayes regression analysis. The findings reveal that both teaching approaches positively affect students’ academic performance, but single-instructor teaching is more effective. Team teaching should be reviewed and improved, though, to enhance its potential effectiveness. The study recommended that every team member adheres to the same evaluation layout for grading, collaborate when planning, follow the course outline format, embrace individual differences, and coordinate teaching-learning objectives to increase the efficiency of team teaching in Nigerian higher institutions of learning.

Teaching Styles, Single Instructor, Team Teaching, Tertiary Education, Academic Performance, Nigeria’s South-West Region

Yusuf, K.T., Kasali, W.A., Owolabi, A.T., Chimezie, M.E. and Amosa, B.S. (2024) Single Instructor and Team Teaching: Effects on Tertiary Students’ Academic Performance. Open Access Library Journal, 11, 1-16. doi: 10.4236/oalib.1111148.