Abstract

EFFECTS OF LESSON STUDY AND THINK-PAIR-SHARE INSTRUCTIONAL STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE IN CIRCLE GEOMETRY

Oluwanife Segun, FALEBITA (Ph. D), Olubunmi Kayode, AYANWOYE (Ph. D) and Olajumoke O. SALAMI (Ph. D)

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Students’ appalling achievement in both internal and external examinations in Mathematics has been worrisome to stakeholders in education. Studies have attributed this to the use of traditional teaching methods that is still rampant in the 21st century classrooms and advocated for paradigm shifts to contemporary teaching methods. This study therefore investigated the effectiveness of teacher’s lesson study and Think-PairShare instructional strategies on students’ performance in circle geometry. It also examined the interactive effect of cooperative learning strategy, teacher’s lesson study and gender on students’ performance in circle geometry. Stratified random sampling technique was used to select 184 Senior Secondary Two (SS II) students from the intact classes of three selected secondary schools from the three senatorial districts of Ekiti state, Nigeria. Circle Geometry Performance Test (CGPT, r=0.84) was used for the study. The four hypotheses were tested at 0.05 level of significance. The data gathered were analysed using Analysis of covariance (ANCOVA) and the Bonferroni post hoc test was carried out to reveal the specific means that differed. The result of the study revealed significant effect of teacher’s lesson study (F(1,127)=237.70; p=0.00<0.05) and cooperative learning strategy (F(1,112)=174.27; p=0.00<0.05) on the performance of students in circle geometry. It also showed teacher’s lesson study and cooperative learning strategy are comparatively different in their effectiveness on the performance of students in circle geometry (F(2,180)=154.08; p=0.00<0.05). The findings revealed no interactive effect of instructional strategies and gender on students’ performance in circle geometry (F(2,177)=2.35; p=0.10>0.05). The finding also point to the fact that teacher’s lesson study is more effective in improving students’ performance in circle geometry. Based on the findings, it was recommended that teachers engage in lesson study and use cooperative learning strategy to improve their instructional practices and enhance the learning of circle geometry. Key words: Cooperative Learning, Lesson Study, Think-Pair-Share, Performance, Circle Geometry.

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