Combined Effects of Thinkpair - Share and Blended Learning on Senior Secondary Schools Students’ Performance in Geometry in Kogi State, Nigeria

Yomi Sunday; Adeyemi Olukemi Oluremi; Jekayinfa James Olatunji; Obajemu Kehinde Goodnews

doi:10.58709/niujed.v12i2.2525

Yomi Sunday Confluence University of Science and Technology, Osara, Kogi State, Nigeria
Adeyemi Olukemi Oluremi Confluence University of Science and Technology, Osara, Kogi State, Nigeria
Jekayinfa James Olatunji Confluence University of Science and Technology, Osara, Kogi State, Nigeria
Obajemu Kehinde Goodnews Confluence University of Science and Technology, Osara, Kogi State, Nigeria

DOI: https://doi.org/10.58709/niujed.v12i2.2525

Abstract

This study investigated effects of Think Pair Share and Blended learning Strategies on Students’ Academic Performances in Geometry in Senior Secondary Schools in Kogi State. Three research questions and three null hypotheses guided the study. The research adopted a pretest-posttest control group quasi-experimental design. The population comprised 12,703 SS II Mathematics students from public secondary schools, with a sample size of 344 (180 males and 164 females) students selected using a multi-stage sampling technique. One instrument Geometry Performance Test (GPT) was used for data collection. The instrument was face validated by three experts in Science Education Department (two experts from Mathematics Education Units/One expert from Measurement and Evaluation). In order to ensure the reliability of the instruments, 30 copies of GPT were trial tested on senior secondary school students that were not part of the sampled schools. The reliability of Geometry Performance Test (GPT) was determine using Kuder Richardson Formula 20 (K-R₂₀) and the reliability coefficient index 0.78 was obtained. The data collected was analyzed with respect to research questions and hypotheses. Mean and standard deviation was used in answering the research questions. For testing the null hypotheses formulated for the study, the analysis of covariance (ANCOVA) was used at 0.05 level of significance. The study found that the variation in students’ academic performance in Geometry is significantly accounted for by the instructional strategies used. The results showed that both Think-Pair-Share and Blended Learning strategies significantly improved students' academic performance in Geometry compared to the conventional method. It was recommended that Parents should encourage their children to rely more on the scientific conception of the instructional strategies used in the geometry subject, thus discouraging them from holding on to their wrong believe towards Geometry and Mathematics teachers should use Think-pair Share and blended learning in teaching geometry.

Keywords: Think pair share, blended, learning Geometry, performance.