ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION
IN PHYSICS IN IKOM EDUCATION ZONE, CROSS RIVER STATE
THROUGH THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY
1Agube, C. C., 2Neji, H. A. & 3Ntibi, J. E. E.
Department of Physical Science Education
Faculty of Science Education
University of Calabar, Calabar - Nigeria
Email: 1
Phone: +2348034564480
2
Phone: +2347032904553
Phone: +2348037238684
Abstract
The study investigated how think-pair-share instructional strategy can be used to enhance students’ academic achievement and retention of Physics concepts in Ikom Education Zone, Cross River State, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted the pretest, posttest, control group quasi-experimental research design. The sample comprised of two hundred and twenty-one (221) SSII students offering physics selected using purposive sampling technique. The experimental group students were taught physics using think-pair-share strategy while students in the control group were taught through lecture method. The instruments for data collection were Physics Achievement Test (PAT) and Physics Retention Test (PRT). Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Results indicated that think-pair-share strategy significantly enhances academic achievement and retention of physics students than the conventional lecture method. The researchers recommended among others that the use of innovative teaching strategies like think pair- share should be encouraged for teaching physics and other science subjects.
Keywords: Instructional strategies, think-pair-share, physics, academic achievement, retention. DOWNLOAD FULL PDF