Email this article Effects of Think Pair Share Strategy on the Academic Achievement in Trigonometry among Senior Secondary Schools Students in Bauchi Education Zone, Nigeria
Abstract
The study investigated the effects of Think-Pair-Share (TPS) strategy on academic achievement in Trigonometry among senior secondary school students in Bauchi Education Zone, Nigeria. Two (2) research objectives, Two (2) research questions and One corresponding null hypothesis were raised to guide the study. The study employed Sequential explanatory mixed method research design. The population of the study comprised Twenty-Six Thousand Seven Hundred and Forty-One (26,741) SS2 students in public secondary schools within Bauchi Education zone. One Hundred and Twenty-One (121) students were used as sample for the quantitative phase selected using simple random sampling technique from two schools. In addition, interviews were conducted to selected Nine (9) students to complement the quantitative data and provide deeper insights into students’ experiences with TPS. Two instruments were developed and validated for the study: Trigonometry Achievement Test (TAT), and Interview Protocol. Content Validity Indices (CVI) revealed 0.89. The difficulty and discrimination indices for the TAT revealed a mean score of 0.46 and 0.40 respectively. The face validity analysis revealed an overall percentage agreement of 85%, corresponding to a Kappa value of 0.855. Indicates the items were appropriate, clear, and relevant for determining students’ academic achievement in trigonometry. Reliability was determined using split half method yielding coefficients of 0.75, indicating high consistency and dependability. The reliability of the interview protocol was found to be 0.76 determined using inter- rater reliability method. Data were analysed using mean, standard deviation, ANCOVA, and qualitative thematic analysis. The findings revealed that students taught using TPS recorded significant difference in the mean academic achievement scores than those taught with the conventional lecture method. The qualitative findings from the students’ responses with use of TPS revealed a remarkable 25% improvement in their confidence, followed by 21.4% in both performance and retention each while understanding stood at 17.9% and reasoning at 14.3%. It was concluded that TPS is an effective strategy capable of improving academic achievement, in trigonometry in Bauchi Education Zone secondary schools. It is recommended that mathematics teachers should adopt TPS in teaching challenging topics such as Trigonometry, and that curriculum planners, school administrators, and teacher-training institutions should integrate TPS principles into instructional guidelines and professional development programs to enhance students’ learning outcomes.
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