Think-Pair-Share Instructional Strategy and its Effects on Upper Basic Social Studies Students’ Academic Performance in Delta State

Abstract

This study looked at the effects of think-pair-share teaching method on the academic performance of Upper Basic Social Studies students. The study used a 2x2x2 non-randomized retest with a post-test control group in a quasi-experimental setup. Two hypotheses and two research questions served as the study's compass. 170 basic 8 students from six groups; three control groups and three experimental groups made up the study's sample size. The Social Studies Performance test was utilized to gather the data, and the Pearson Product Moment Correlation Coefficient (r) was employed to assess and interpret the results. A reliability coefficient of 0.75 was attained. The null hypotheses were tested using ANCOVA at the 0.05 level of significance, and the data were analyzed using the mean and standard deviation. The findings demonstrated that students taught Social Studies using the think-pair-share technique outperformed those taught using the lecture method in terms of academic performance. The findings also showed that students’ academic performance was significantly impacted by the school's location. Based on the results, it was suggested that think-pair-share be used as an instructional strategy and that students from rural and urban areas should have equal access to education in schools.

Keywords: Think-Pair-Share Instructional Strategy, School Location, Academic Performance.