Effects of Think-Pair-Share Strategy on Students’ Interest and Academic Performance in Basic Science, Benue State, Nigeria

Abstract

This study investigated the effect of Think-Pair-Share instructional strategy on students' interest and academic performance in Basic Science among Upper Basic II students in Vandeikya Education Zone, Benue State, Nigeria. Two research questions examined differences in mean interest ratings and academic performance between students taught using Think-Pair-Share Strategy and chalk-and-talk method. Two null hypotheses were tested at 0.05 significance level. A pre-test, post-test quasi-experimental and survey design was adopted with two groups: Experimental Group I (Think-Pair-Share Strategy, n=106), and Control Group (chalk-and-talk, n=106). The population comprised 13,009 Upper Basic II students in 96 schools. Multi-stage sampling yielded 321 students from six intact classes across three schools. Data were collected using the Basic Science Interest Questionnaire with 30 items (Cronbach Alpha=0.86) and the Basic Science Performance Test with 50 multiple-choice items (KR-21=0.79), both validated by five experts and trial-tested on 40 students. Data analysis employed mean, standard deviation, and ANCOVA. Findings revealed that Think-Pair-Share Strategy significantly improved interest and performance compared to chalk-and-talk. The study concluded that Think-Pair-Share Strategy significantly outperforms traditional approaches in fostering interest and performance in Basic Science. Recommendations included integrating Think-Pair-Share Strategy into classroom practice, providing professional development for teachers.