EFFECT OF THINK-PAIR-SHARE STRATEGY ON SECONDARY SCHOOL STUDENTS’ INTEREST AND PERFORMANCE IN BASIC SCIENCE IN OREDO LOCAL GOVERNMENT AREA, EDO STATE

Abstract

This study examines the effects of implementing the think-pair-share instructional technique on the levels of interest and academic accomplishment among secondary school students in the field of basic science, specifically within the Oredo Local Government Area of Edo State. The research utilised a quasi-experimental approach, incorporating pre-test and post-test evaluations. A sample size of 40 students was chosen via convenience sampling. Out of the total sample size, a group of 20 students was selected to receive instruction using the think-pair-share technique, constituting the experimental group. The remaining 20 students were assigned to the control group and were taught using traditional methods. To measure the students' development, both a Basic Science Achievement Test (BSAT) and a Basic Science Interest Scale (BSIS) were administered both before and after the study intervention. The study questions and hypotheses were addressed using statistical analysis, which involved calculating the mean, standard deviation (SD), and conducting a t-test at a significance level of 0.05. The research inquiries and hypotheses were addressed by employing statistical techniques such as calculating the mean (x), determining the standard deviation (SD), and conducting a t-test at a significance level of 0.05. The data indicated that there is a substantial difference in the mean performance of students in the experimental and control groups for the pre-test and post-test. Based on the aforementioned findings, it is advisable for Basic Science instructors to include the Think-Pair-Share Instructional Strategy into their pedagogical approaches, especially targeting the junior secondary school level. By implementing this approach, educators are able to accommodate the wide range of learning preferences present in their classes, thereby enhancing the efficacy of instructional practices and promoting more successful educational outcomes