The effect of think-pair-share teaching strategy on the academic performance of students in selected topics in Integrated Science

Abstract

This study examined the effects of Think-Pair-Share (TPS) Teaching Strategy on Senior High Schools students’ class participation and performance in Integrated Science in Bolgatanga Municipal. The study adopted a quasi-experimental research design. Two null hypotheses were generated and tested at a 0.05 level of significance. The sample consisted of 100 Integrated Science students selected from Bolgatanga Central Technical Institute and Zamse Senior High/Technical Schools. The study also used a purposive sampling technique. The instruments that were used to collect data were Integrated Science Performance Test (ISPT) and questionnaires. Expert judgments were used to ensure face and content validity. Test-retest method was used to determine the reliability Coefficient of 0.70 was obtained. Data were collected on a 5-point likert scale questionnaire ranging from strongly agree (1) to strongly disagree (5). Both descriptive (mean and standard deviation) and inferential statistics (independent t-test) were used to analyse the data. The key finding of this study showed a p-value of 0.00 which is significantly difference between the experimental and control groups means scores of students exposed to think-pair-share teaching strategy. There was also a p-value of 0.00 which is significantly difference between the post-test means scores of female and male experimental group of students exposed to think-pair-share teaching approach. The findings of this study also showed that about 97% of the students significantly have higt positive attitude and motivation towards think-pair-share strategy of learning. Based on this finding, the researcher recommended that integrated science teachers should adopt think-pair-share strategy in lessons delivery to enable students actively participate and interact to arouse their interest and motivation to learn.