Abstract:
The purpose of this study was to investigate the effectiveness of team teaching as an instructional method on performance in English. The investigation was accomplished by looking at: the use of team teaching by teachers of English; the attitude of both the teachers and the students towards team teaching and; the effect of team teaching on performance, syllabus coverage, and evaluation of tests and examinations in English. The main Theory incorporated into the study is the theory of collaboration by Patricia Montiel-Overall (2005) which has its principle in representing complementary domains of expertise. The study is a survey research and was carried out in ten Secondary schools in Keiyo District. The ten secondary were selected using stratified random sampling. The population consisted of 330 students, 25 teachers of English and 10 Heads of language Department. Data was collected by use of questionnaires and interviews. Data was presented and analyzed using descriptive statistics and thereafter conclusions, suggestions and recommendations were made. The study revealed that teachers of English used team teaching as an instructional method, and the attitude of both teachers and students towards team teaching was positive. The study further revealed that when team teaching is used in English, performance improves, syllabus coverage is faster and there is an improvement in evaluation of tests and examination. The study recommended that Teachers Service Commission post at least two Teachers of English to every Secondary school and in addition provide intensive in-service teachers of English and especially to those who were not trained in the Integrated English Course.
