Effect of Think-Pair-Share as Dynamic Teaching Strategy on Pupils’ Achievement in Mathematics in Ilorin, Kwara State

Abstract

This study investigated the effect of think-pair-share as dynamic teaching strategy on the academic achievement of pupils in mathematics in ilorin west local government area of kwara state. to guide the study, three hypotheses were formulated and tested at 0.05 level of significance. the study adopted a pre-test post-test control group of non-equivalent quasi-experimental research design. two public primary schools were randomly selected to participate in the study. Primary 6 pupils in the two selected schools constituted the sample. one validated and reliably tested (r=0.79) instrument was used for data gathering. the study lasted for seven weeks and all the data gathered were analysed using Analysis of Covariance (ANCOVA). The findings of the study unfolded that there was significant main effect of treatment on pupils' academic achievement in Mathematics (F(1;66)=22.432; P<0.05) and there was no significant main effect of gender on pupils' achievement in Mathematics (F (1;66)=.04;P>0.05) and there was no significant interaction effect on the of treatment and gender on pupils' achievement in Mathematics in Ilorin west local government area of kwara state (F (1;66)=0.14; P>0.05). Based on the findings of the study, it was concluded that think-pair-share teaching strategy is a good teaching strategy to improve the academic achievement of pupils in Mathematics. It was recommended that teachers should be exposed to training, workshop and seminar on the use of think-pair-share teaching strategy.