EFFECT OF THINK-PAIR SHARE INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN KINETIC THEORY OF GASES IN CALABAR EDUCATION ZONE OF CROSS RIVER STATE
Obi, Joy Joseph
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Idiege, Kimson Joseph
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Agim, Francis Betianabeshie
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Department of Physical Science Education
Faculty of Science Education
University of Calabar - Calabar
Abstract
This study examed effect of think-pair-share instructional strategy on Senior Secondary School Students’ Academic Achievement in Kinetic Theory of Gases in Calabar Education Zone of Cross River State.The design of the study was quasi-experimental, using retest-posttest non-equivalent control group design. The population of the study was males and females SS2 chemistry students in 22 public schools in Calabar Education Zone. The sample for the study was 120 senior secondary school year two chemistry students. The sample was obtained using multi-stage procedure. First, the coeducational schools were listed out according to their locations. Secondly, two coeducational schools were purposively selected. The purpose of selecting the schools was because they took care of the gender variable in the study and are situated far apart to avoid class interaction and subject contamination. From the two schools selected, the schools were randomly assigned to experimental and control groups. The experimental group school has 23 males 37 females while the control group school has 32 males and 28 females. The instrument for the study was Chemistry Achievement Test (CAT). CAT was made of 20 questions drawn from past WAEC questions on the concepts of Kinetic Theory of Gases. The reliability of the CAT was established using Kudder-Richardson 20 (KR-20).The hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA). The findings revealed that the mean academic achievement of students taught Kinetic Theory of Gases with think-pair-share strategies was significantly higher than that of students taught with lecture instructional strategy; Male and female students taught with think-pair-share strategy and lecture instructional strategy do not significantly differ in their mean academic achievement in Kinetic Theory of Gases when the effect of their pretest knowledge is removed; There was no interactive effect of treatment (think-pair-share and lecture instructional strategies) and gender on students’ academic achievement in Kinetic Theory of Gases in the study area. Based on the findings of the study, it was recommended among others that; teachers should adopt the use of think-pair-share strategy to enhance students’ academic achievement in Kinetic Theory of Gases; both male and female