The evolution of teaching in higher education is evolving with collaborative instructional models such as team teaching. In this study, team teaching in higher education was examined through student feedback. Through the analysis of these perspectives, this study aimed to provide consolidated feedback from students to potentially provide insights for instructors and institutions to boost team teaching practices. This study employed a cross-sectional nonexperimental quantitative descriptive design to determine the perspectives of students on team teaching in higher education, specifically utilizing survey methods. The survey's findings point out both team teaching's advantages and disadvantages. Specifically, the study highlighted five areas: teaching quality with an overall mean rating of 4.22, classroom interaction with an overall mean rating of 4.24, student learning with a mean value of 4.26, communication and feedback with the mean rating of 4.08, and overall satisfaction with overall mean rating, 4.47. The overwhelmingly positive responses indicate that team teaching is an excellent strategy that improves learning, interaction, and engagement, despite a few small issues. Although students value the clarity, involvement, and variety of viewpoints provided by several teachers, issues including different teaching philosophies, information overload, and feedback monitoring need to be addressed. Team teaching can further improve the whole learning process and make it more dynamic, interesting, and productive for students if instructional alignment and communication techniques are continuously improved.

Authors:
Febbie Faith Ramos, Mapua Malayan Colleges Mindanao, Philippines
Jovaira Mangubat, Mapua Malayan Colleges Mindanao, Philippines
Alma Rose Marquez, Mapua Malayan Colleges Mindanao, Philippines
Matthew Mark Obregon, Mapua Malayan Colleges Mindanao, Philippines

About the Presenter(s)
Dr. Matthew Mark D. Obregon, PhD, is a College Professor at Mapúa MCM, serving as Dean of the College of Arts and Science. With 14+ years in higher education, he specializes in Applied Linguistics, curriculum development, and digital learning.

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