Impact of Co-Teaching and Solo Teaching on Students’ Academic Performance in Educational Research and Statistics in Benson Idahosa University

Abstract

The study sought to compare the impact of co-teaching and solo teaching strategies on the academic performance of students in educational research and statistics in Benson Idahosa University, Benin City, Edo State, Nigeria. Three research questions were raised and three hypotheses were formulated to guide the study. The descriptive design was used for this study employing the ex-post facto type of research design and the population of the study comprised all 300 level students in 2020/2021 and 2021/2022 academic sessions in Benson Idahosa University. Because of the fewness of the total number, all the students were used as sample for the study. The instrument used for the study was a questionnaire titled “Impact of co-teaching strategy on academic performance in educational research and statistics (ICSAPQ). Section C of the instrument requested for students’ academic scores in Educational Research and Statistics (2020/2021 & 2021/2022 sessions) which the researchers obtained from the departmental office to measure their academic performance. The instrument was subjected to experts’ validity and obtained a reliability coefficient of 0.85. Descriptive statistics of the mean and standard deviation was used to answer the research questions while the student’s independent t-test was used to test the hypotheses and the results of the study revealed that there is a significant difference between the academic performance of students who are co-taught and those who are not, in educational research and statistics in favour of those who passed through co-teaching strategy; Based on the findings therefore, it is recommended that teachers/lecturers should employ co-teaching strategy in enhancing students’ academic performance in Benson Idahosa University so to enable them achieve their maximum potential in life