EFFECT OF THINK-PAIR-SHARE STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
Ukoha, Evelyn Oziri, Cajetan Ikechukwu Egbe And
Uloh-Bethels, Annah Chinyeaka
Department of Arts Education,
Faculty of Education,
University of Nigeria, Nsukka.
The study investigated the effect of Think-Pair-Share strategy on senior secondary school students’ achievement in reading comprehension. It also determined the influence of gender on students’ achievement in reading comprehension. The achievements of students taught with Think-Pair-Share strategy were compared with those of students taught with the conventional method. Two research questions and two hypotheses guided the study. A quasi-experimental research design was used. Specifically, non-randomized control group design involving three intact classes was used. The sample for the study covered 77 SS1 students from three coeducational secondary schools in Nsukka Local Government Area. A purposive sampling technique was used. The instrument used for the study is English Language Reading Comprehension Achievement Test (ELRCAT) and was validated. The internal consistency of the ELRCAT was computed and found to be .768 using Kendall’s coefficient of concordance. The data obtained was used in answering the research questions and testing the research hypotheses. The research questions were answered using mean scores, while hypotheses were tested using Analyses of Covariance (ANCOVA) at 0.05 level of significance. The result indicated that Think-Pair-Share strategy had significant effect on students’ achievement in English language reading comprehension. The findings also indicated that there was no significant difference in the achievement of male and female students exposed to Think-Pair-Share strategy and those taught with the conventional method. Based on these findings it was concluded that the study provided evidence of effectiveness of Think-Pair-Share strategy in improving students’ achievement in English language reading comprehension. It was recommended among others that workshops and seminars should be organized for English language teachers on regular basis on the use of Think-Pair-Share strategy in teaching reading comprehension.