EFFECT OF THINK-PAIR-SHARE STRATEGY ON ACADEMIC PERFORMANCE OF STUDENTS IN SOCIAL STUDIES IN GOMBE STATE

Abstract

This study investigated the effect of think-pair-share strategy on academic performance of students in Social Studies. The study was guided by two research questions and two hypotheses were formulated and tested. A quasi-experimental research design specifically, non-randomized pretest, postest control group was adopted. The population comprised 6,306 Upper Basic II students in Gombe South Education Zone. The sample consisted of 310 students. Data were generated using Social Studies Academic Performance Test (SSAPT). The SSAPT was validated and subjected to reliability analysis using Kuder-Rechardson (KR-21) which yielded coefficient of 0.86. Data collected for the study were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings revealed that there was significant difference in the mean performance scores of students taught Social Studies using Think-Pair-Share strategy and those taught using conventional method (p = 0.000 < 0.05) and there was also significant difference in the mean performance scores between male and female students taught Social Studies using Think-Pair-Share strategy (p = 0.001 < 0.05). This study concluded that Think-Pair-Share strategy enhanced students’ performance in Social Studies better than conventional method. The study also concluded that the Think-Pair-Share strategy is not gender friendly rather gender sensitive in enhancing students’ academic performance in Social Studies. It was therefore recommended among others that teachers of Social Studies should use Think-Pair-Share strategy to improve the performance of students in the subject.