ENHANCING STUDENTS’ LEARNING OUTCOMES IN SSS2 MATHEMATICS USING THINK-PAIR-SHARE AND PROBLEM-BASED LEARNING AS INSTRUCTIONAL STRATEGIES IN OGUN STATE, NIGERIA

Abstract

This study used a quasi-experimental method to investigate how students' attitudes toward mathematics and academic achievement in Ogun State, Nigeria, were affected by think-pair-share and problem-solving techniques. Two groups classified as control and experimental groups (think-pair-share and problem-based Learning and the control group were considered. Intact classes were subjected to different treatments The population comprises all students in Senior Secondary School II. Sixty (60) respondents were chosen by simple random sampling technique to participate in the study. Six research hypotheses guided the study. The Mathematics Achievement Test (MAT), which has a reliability of 0.84, and the Students Attitude toward Mathematics Questionnaire, which has a reliability of 0.76, are two tools used to collect data. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics of analysis of covariance at the 0.05 level of significance. The results showed that the Think-Pair-Share and Problem-Based Learning strategies had a major effect on students' academic performance and attitude toward mathematics. Moreover, the result of the findings also showed that there is no significant main effect of gender on academic achievement and attitude toward mathematics. It was recommended, among others, that teachers should be adequately trained in implementing Think-Pair-Share and problem-solving strategies effectively.