Effectiveness of Think-Pair-Share Learning Strategy on Achievement and Retention in Electrolysis among Secondary School Chemistry Students in Dutsin-Ma, Nigeria
*1Saifullahi Umar, 2Denen Daniel Ukor, 3Matthew Adetayo Omiola & 4Kelvin Samuel
*1,2,3&4Department of Science Education, Federal University Dutsin-Ma, PMB 5001, DutsinMa, Katsina State, Nigeria. Email: sumarjae@gmail.com.
Abstract
This study examined the impact of the Think-Pair-Share (TPS) cooperative learning strategy on students’ academic achievement and retention in the electrolysis concept of chemistry among SSII students in Dutsin-Ma Educational Zone, Katsina State, Nigeria. Using a quasi-experimental design, 130 students were randomly assigned into experimental (TPS) and control (lecture method) groups. A validated 30-item Electrolysis Achievement Test (EAT) was administered as pre-test, post-test, and retention test. Data analyzed via ANCOVA revealed that students taught using TPS significantly outperformed those taught with the conventional method in both achievement and retention. Gender had no significant effect on outcomes. The findings recommend adopting TPS for improving understanding and long-term recall of difficult chemistry topics.
Keywords
Think-Pair-Shares, Achievements, Electrolysis, Learning Strategy, Dutsinma Zonal Quality Assurance Office
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