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Article Title: A Comparison of the Effect of Team Teaching Approach and Single Teacher Teaching Approach on Senior Students' Essay/Letter Writing Performance
by Ngozi E. Ezenwosu, Nkechi P.M. Esomonu and L-R Akudolu

Abstract:
The study investigated effects of Team Teaching Approach (TTA) and Single Teacher Teaching Approach (STTA) on senior students' performance in essay/letter writing. The purpose of this research was to find out and establish whether team teaching would bring about higher academic achievement in English language essay/letter writing than the single teacher approach. Data were collected from 156 senior secondary two (SSII) selected from four public secondary schools in Onitsha Education Zone, Anambra State. Two of the schools selected were used as the experimental group while the other two were used as the control group. Thus nonrandomized quasi-experimental design was adopted for the study. One research question and one hypothesis guided the study. The findings revealed that the students who were taught easy/letter writing using TTA performed significantly better than those taught with the conventional method of STTA. The theoretical assumption that team teaching enhances students' academic achievement has been tested and findings have been given practical support to earlier propositions. Since the result of this study agrees with the earlier findings in other countries and subjects, it implies that team teaching does not discriminate along subject, culture and location. It was therefore recommended that team teaching approach be adopted as part of improving classroom activities for teaching essay/letter writing in public secondary schools to make for enhanced performance in English language.

Keywords: team teaching, essay/letter writing, single teacher teaching, cooperative effort.

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