Impact of Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Retention in Chemistry
DOI:
https://doi.org/10.64420/jetlr.v1i3.309Keywords:
Think-Pair-Share, Instructional Strategy, Secondary School Students, Academic Retention, ChemistryAbstract
Background: This study investigates the impact of the Think-Pair-Share (TPS) instructional strategy on secondary school students' academic retention in Chemistry, specifically covering topics such as acids, bases, and acid-base reactions. Objective: This study compares the retention scores of students taught using TPS and those taught using the traditional lecture method. Additionally, the study sought to determine whether there was any significant difference in the retention scores between male and female students taught with TPS. Method: A quasi-experimental design was used in this study, involving 192 senior secondary one (SS1) Chemistry students from a population of 5,714 in Anambra State. Stratified and simple random sampling techniques were employed to select the sample. The Chemistry Retention Test (CRT), validated by experts with a reliability coefficient of 0.81 (using Kuder-Richardson Formula 20), was used for data collection. The data were analysed using mean, standard deviation, and analysis of covariance (ANCOVA) to answer the research questions and test the hypotheses. Result: The findings revealed a significant difference in the mean academic retention scores between students taught Chemistry using the TPS strategy and those taught using the lecture method, with TPS proving more effective. Conclusion: The Think-Pair-Share instructional strategy significantly enhances the academic retention of Chemistry students compared to the traditional lecture method. Furthermore, TPS was shown to benefit both male and female students equally in terms of retention. Contribution: This study contributes to the existing body of knowledge by empirically proving that the Think-Pair-Share strategy improves students' academic retention in Chemistry, surpassing the effectiveness of the traditional lecture method.
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