The effect of think-pair-share on students performance on circle theorem-plane geometry II the case of Asankrangwa Senior High School

Abstract

The aim of the study was to determine the effect of using think-pair-share teaching approach as an instructional tool in the teaching and learning of circle theorem plane geometry II on the performance of Senior High School students. The study employed quasi experimental design, using non-equivalent control pre-test post-test design. Purposive sampling technique was used to select two intact classes for the study, one intact class was used as control group and the other intact class as the experimental group. The sample size consisted 24 participants in the control group and 24 participants in the experimental group. The experimental group was taught circle theorem-plane geometry II using think-pair-share teaching approach while the control group was taught circle theorem-plane geometry II using the traditional teaching approach. Pre-test and post-test were carried out concurrently on the groups using teacher-made achievement test. The achievement test was based on Ghana Education Service syllabus. Independent sample t-test and paired sample t-test were used to analyze scores of the teacher-made achievement test. The finding showed that there is a statistically significant positive effect for the participants who employed think-pair share to learn circle theorem-plane geometry II. Thus, the participants taught with think-pair-share teaching approach performed better than their counterpart who did not use the think-pair-share approach to learn circle theorem-plane geometry II. Also, the effective use of think-pair-share teaching approach made teaching and learning of circle theorem-plane geometry II very enthralling, intriguing, thought-provoking and easy to understand. Therefore, the use of think-pair-share approach should be encouraged and employed by mathematics teachers and other teachers as it enhances students’ performance.