Abstract

EFFECTS OF THE THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY ON STUDENTS? LEARNING ACHIEVEMENTS IN SECONDARY SCHOOL MATHEMATICS

Alabi, Ibraheem Abiola1 and Sanni, Rasheed (PhD)2

---

This study investigated the effects of think-pair-share instructional strategy on students? learning achievement in secondary school mathematics. It used quasi-experimental research design of a pre-test and a post-test control group 2x3x2 factorial. The instrument used was Mathematics Achievement Test (MAT) which was subjected to face and content validity with with the help of some colleagues and an expert in the field of research study. Kuder- Richardson formula 21 (K-R, 21) method was used to determine the reliability of the instrument and the process returns reliability coefficients of 0.85. The study samples involve two SS2 students of public schools in the Badagry Local Government Area. In analysing the data, Inferential statistics (ANCOVA) for testing the hypotheses at the 0.05 alpha level of significance. The findings of the pretest value [F(1,113)=11.426; p<0.05] and the posttest value [F(1,113)=16.332; p<0.05] are significant at 0.001 of hypothesis one i.e. H01 is rejected; hypotheses two, three, four, five and six of the gender value [F(1,113)=0.557; p>0.05], the interaction effect of the gender and ability level value [F(2,113)=0.655; p>0.05], the interaction effect of the group and ability level value [F(2,113)=0.704; p>0.05], the interaction effect of the gender and group value [F(1,113)=3.411; p>0.05] and the interaction effect of the gender, ability level and group value [F(2,113)=0.564; p>0.05] are all not significant at 0.457, 0.521, 0.497, 0.068 and 0.571 respectively. i.e. H02, H03, H04, H05 and H06 were not rejected. It was concluded that the learning achievements of the think-pair-share classroom are better than those of the conventional classroom. It was however recommended that the use of the think-pair-share strategy should be known by all the school teachers. Keywords: Think-Pair-Share strategy, learning achievement, Mathematics education.

PDF