This study examines, the impact of team- teaching strategy on performance and retention in biology concept among secondary school students in Sokoto State, Nigeria. A quasi-experimental research design, involving pre-test and post-test assessments, was adopted to answer two research questions and test two corresponding hypotheses. A total of 357 SS-I biology students from four public secondary schools were selected through stratified random sampling to ensure gender and school type representation. The students were divided into experimental groups (190 students) taught using the team teaching method and control groups (167 students) instructed with conventional methods. Data collection was conducted using the Biology Achievement and Retention Test (BART), the instrument was validated by experts and also achieved the reliability coefficient of 0.78, a 20-item objective test administered as both pre-test, post-test and retention test. Descriptive statistics, including mean scores, were used to answer the research questions, while independent sample t-tests was used to test the hypotheses at a 0.05 significance level. These findings were that , team teaching enhances students' understanding, retention of biological concepts, making it a promising approach to improve academic outcomes in secondary education. Based on these results, the researcher recommends integrating team teaching into school curricula to foster interactive and effective learning environments. These findings suggest that longitudinal research should be conducted to examine the long-term effects of team teaching on student performance and knowledge retention over multiple academic years. This would provide insights into the sustainability of the benefits observed in this study.
Koki et al. (Tue,) studied this question.