Cynthia Onyinye Omeje (PhD)


This study investigated the effect of think-pair share instructional strategy on senior secondary school students’ academic achievement in acid-base reactions in Enugu Education zone of Enugu State. Two research questions guided the study while three null hypotheses were tested at .05 level of significance. Quasi experimental research design was adopted for the study. The population for the study comprised 3,142 Senior Secondary School II (SS II) chemistry students. The sample size of 326 SS II students was drawn using purposive random sampling technique. The instrument for data collection was Acid-Base Reactions Achievement Test (ABRAT) which was developed by the researcher and validated by three experts. Kuder-Richardson 20 (K-20) formula was used to estimate the reliability of the instrument and a reliability index of .80 was obtained. Mean and standard deviation were used for answering the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The findings of the study showed that students who were taught acid-base reactions using think-pair share instructional strategy had improved academic achievement than their counterparts who were taught using lecture method. It was also found that male students had improved academic achievement than their female counterparts when exposed to think-pair share instructional strategy. Based on the findings the study recommended among others that Enugu State government should implement the think-pair-share instructional strategy more widely in teaching acid-base reactions, and consider integrating it into other areas of the curriculum where applicable.


Think-Pair Share Instructional Strategy, Lecture Method, Academic Achievement, Acid-Base Reactions.

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