Effect of Team-Pair-Solo Instructional Strategy on Students’ Academic Performance in Physics Concept in Zaria Education Zone Kaduna State, Nigeria

Uwaisu M. Uwais, Musa Lukman, Lukman Samaila

Abstract


This study investigated the effect of Team-Pair-Solo (TPS) instructional strategy on students’ academic performance in Physics concepts in Zaria Education Zone, Kaduna State, Nigeria. The study was guided by two research questions and two null hypotheses tested at 0.05 level of significance. The study adopted a quasi-experimental research design, specifically the pre-test, post-test non-equivalent control group design. The population of the study comprised all Senior Secondary School II (SSS II) Physics students in public secondary schools in Zaria Education Zone. A sample of 123 SSS II Physics students was selected from two schools using multi-stage sampling technique. The experimental group consisting of 63 students was taught selected Physics concepts using Team-Pair-Solo instructional strategy, while the control group of 60 students was taught using the conventional lecture method for a period of six weeks. The instrument used for data collection was a 30-item Physics Performance Test (PPT) developed by the researcher based on the SSS II Physics syllabus. The instrument was validated by experts and a reliability coefficient of 0.82 was established using Kuder-Richardson formula 20. The PPT was administered as pre-test and post-test to both groups. Data collected were analysed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The findings of the study revealed that students taught using Team-Pair-Solo instructional strategy performed significantly better in Physics concepts than those taught using conventional lecture method. The study also found no significant difference in the academic performance of male and female students taught using Team-Pair-Solo instructional strategy. Based on the findings, it was concluded that Team-Pair-Solo instructional strategy is effective in improving students’ academic performance in Physics concepts and is gender friendly. It was recommended that Physics teachers should adopt Team-Pair-Solo instructional strategy, and that the Kaduna State Ministry of Education should organize workshops to train teachers on the use of cooperative learning strategies. 


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